Merced High School WASC Self Study Report 2018

MERCED HIGH SCHOOL SELF-STUDY REPORT

205 W. Olive Avenue Merced, CA 95348

Merced Union High School District

February 5 through February 7, 2018

ACS WASC/CDE Focus on Learning Accreditation Manual, 2017 Edition

Gdocs 2017 ACS WASC/CDE Edition

Merced High School ACS WASC/CDE Self-Study Report

Merced High School WASC Visiting Committee Mr. Chris J. Holleran - Chair Assistant Superintendent - High Schools Mt. Diablo Unified School District

Mrs. Christine Amann - Member Assistant Principal, Porterville High School

Ms. Meredith DeRoos - Member Science Teacher, Piedmont Hills High School

Ms. Carli Kim - Member Assistant Principal, Mission San Jose High School

Dr. La Rue Moore, Ph.D - Member Teacher, John F. Kennedy High School

Mr. Pete Pulos - Member Principal, Cambridge High School

Mr. Bob Spain - Member Assistant Principal, California High School

Merced Union High School Board of Trustees Board President, Dave Honey Vice President, John Medearis Clerk, Julio Valadez Board Member, Richard Lopez Board Member, Greg Opinski

Merced Union High School District Administration Superintendent, Alan Peterson Deputy Superintendent - Human Resources & District Operations, Ralph Calderon Assistant Superintendent of Business & Student Services, Scott Weimer Assistant Superintendent of Educational Services, Costantino Aguilar

Merced High School ACS WASC/CDE Self-Study Report

Merced High School WASC Leadership Team

Kurt Kollmann, Principal Ellen Chiesa, English Teacher Susan Mikkelsen, Self Study Coordinator & Lauren Elliott, Agricultural Education Teacher Teacher Librarian Anthony Gonzales, Science Teacher Emily Shelburne, Self Study Coordinator & John Kane, Social Science Teacher Math Teacher Abraham Olivares, Associate Principal Jannette McAuley, Self Study Coordinator & Joel Sebastian, Interim Associate Principal Associate Principal Kurt Smoot, Counselor Andrew Calzadillas, Culinary Arts Teacher Keith Tetangco, Science Teacher Del Camara, Art Teacher Chris Tufts, Associate Principal Andrea DeLeon, ELD Teacher John Wendel, English Teacher and Instructional Coach

Merced High School Focus Groups Focus Group A Organization: Vision & Purpose, Governance, Leadership & Staff, & Resources

Anthony Gonzales, Cohort Leader Tiffany Abarca, Bookkeeper John Kane, Cohort Leader and Parent Lisa Bartlett, School Secretary Kurt Kollman, Administrator Betsy Bell, Health Aide Karla Arganda, W orld Language Teacher and Parent Claudia Boehm, Parent and Community Liaison Regina Cherf, Counselor Stephanie Cowperthwaite, Campus Liaison Joseph Gaestal, Business Teacher Becky Ellington, Administrative Assistant Seth Gentry, Intervention Center Teacher Stacey Hughes, Registrar and Parent Dawn Jester, Math Teacher and Parent Serena Morgan, Attendance Clerk Anica Martinez, Special Education Teacher Alex Muro, Child Welfare and Attendance Danyelle Morton, English Teacher Mayte Ramos, Campus Liaison and Parent Steve Mua, Agriculture Teacher Barbara Rowe, Data Entry Hector Nava, PE Teacher Gina Young, Attendance Joshua Pedrozo, Social Science Teacher Rushad Ahmed, Student Sarah Ratcliff, Art Teacher Kassidy Sizemore, Student John Rivero, Math Teacher Emilie Zuzlewski, Student Jon Schmid, Band Teacher and Parent Amy Pellissier, Parent Denice Weaver, English Teacher Jon Schaefer, Parent Samantha Thompson, Parent

Merced High School ACS WASC/CDE Self-Study Report

Focus Group B Standards-Based Student Learning: Curriculum

Andrea DeLeon, Cohort Leader Maureen Johnson, Social Sciences Emily Shelburne, Cohort Leader Gary Maxwell, Industrial Technology Teacher Abraham Olivares, Administrator Kassie Mua, English Teacher Aurora Alamillo, World Language Teacher Justin Parle, Art Teacher Stephen Eccles, Science Teacher Mishia Rivas-Wakefield, SPED Teacher and Parent Joel Dickson, Counselor Karen Sizemore, English Teacher and Parent Samantha Downey, Science Teacher Shelly Stover, Special Education Teacher Lindsay Gentry, AVID Teacher Carolyn Brewer, Library Technician Timothy Hagerman, Math Teacher and Parent Remedios Lopez, Student Victor Jimenez, Math Teacher

Focus Group C Standards-Based Student Learning: Instruction

Andrew Calzadillas, Cohort Leader and Parent Luke Marvulli, Math Teacher Ellen Chiesa, Cohort Leader and Parent Laurie McLaughlin, Science Teacher Jannette McAuley, Administrator Jacob Meneley, Social Science Teacher and Parent Mark Abejuela, Math Teacher Susan Mikkelsen, Teacher Librarian Lorena Alvarez, World Language Teacher Susan Odishoo, Counselor and Parent Gilbert Arenivaz, Special Education Teacher Clayton Schneider, Special Education Teacher Kyle Besecker, Science Teacher Catherine White, Business Teacher Lauren Elliott, Agriculture Teacher Yvette Munoz, Information Technology Technician James Holland, Social Science Teacher Art Solis, Special Education Para John Long, English Teacher Sher Xiong, Campus Liaison

Merced High School ACS WASC/CDE Self-Study Report

Focus Group D Standards-Based Student Learning: Assessment and Accountability

Kurt Smoot, Cohort Leader Kit Grattan, PE Teacher John Wendel, Cohort Leader and Parent Allison Jones-Norton, English Teacher Chris Tufts, Administrator Justin Kenny, Special Education Teacher Jorge Aguayo, Math Teacher Ted Nickles, PE Teacher Marisela Aguilar, World Language Teacher Yer Lawson, Science Teacher Amy Balmanno, School Psychologist Rob Scheidt, Social Science Teacher Linda Clinton, Agriculture Teacher Lucille Briggs, Special Education Para Craig Deal, Social Science Teacher and Parent Carol Tippett, Guidance Technician Steve DiSalvo, Social Science Teacher Maralize Carreon, Student Cesar Flores, Math Teacher Ethan Kolb, Student Gary Graham, Science Teacher and Parent

Focus Group E School Culture and Support for Student Personal and Academic Growth

Del Camara, 2017-18 Cohort Leader Richard Sandoval, Social Science Teacher Lindsay Gentry, 2016-17 Cohort Leader Selenni Valenzuela, English Teacher Keith Tetangco, Cohort Leader Jason Verrinder, SPED Teacher and Parent Joel Sebastian, Administrator Erin Williams, English Teacher Haydee Arreola-Tovar, Activities Director Christine Bubenchik, SBO Secretary Lisa Benson, ROP Instructor and Parent Mayala Delgado, ELD Para Nicole Cecil, Agriculture Teacher Lori Isenhart, Special Education Para Cindy Davis, Crisis Counselor David Johnston, Campus Liaison Val Fogelberg, Social Science Teacher Emily Lamere, Special Education Para Paul Hogue, Athletic Director Paul Scoggins, Campus Liaison and Parent Stephen Jones, Math Teacher Debbie Speers, Campus Liaison Bart McAfee, PE Teacher Ter Yang, School Nurse Tamara McNamara, PE Teacher Rebekah Friedman, Student Tammie Meyer, Family Consumer Science Paul Chambers, Parent Teacher and Parent Annette Garcia, Parent Alejo Miramontes, ELD Teacher

Merced High School ACS WASC/CDE Self-Study Report

TABLE OF CONTENTS

Preface 9

Chapter I: Progress Report 11

Chapter II: Student/Community Profile and Supporting Data and Findings 17

Chapter III: Self-Study Findings 44

A: Organization: Vision and Purpose, Governance, Leadership, Staff, and Resources 45

B: Standards-based Student Learning: Curriculum 64

C: Standards-based Student Learning: Instruction 75

D: Standards-based Student Learning: Assessment and Accountability 85

E: School Culture and Support for Student Personal and Academic Growth 95

Prioritized Areas of Growth Needs from Categories A through E 109

Chapter IV: Summary from Analysis of Identified Critical Student Learning Needs 110

Chapter V: Schoolwide Action Plan 112

Appendices 116

Merced High School ACS WASC/CDE Self-Study Report

Preface

Explain the school self-study process used to accomplish the outcomes of the self-study, i.e., timeline, stakeholder involvement, any modifications from the model self-study process. By addressing these outcomes of the self-study, the school will have accomplished: 1. The involvement and collaboration of all staff and other stakeholders to support student achievement 2. The clarification and measurement of what all students should know, understand, and be able to do through schoolwide learner outcomes and academic standards 3. The analysis of data about students and student achievement 4. The assessment of the entire school program and its impact on student learning in relation to the schoolwide learner outcomes, academic standards, and ACS WASC/CDE criteria 5. The alignment of a long-range action plan to the school’s areas of need; the capacity to implement and monitor the accomplishment of the plan.

Welcome to Merced High School - The Home of Scholars and Champions. The entire Merced High School community is pleased to share this comprehensive self-study report and proud of the accomplishments outlined within.

The WASC/CDE Self-Study process began in 2015, and included all stakeholders more thoroughly starting in the 2016-17 school year. Teachers, classified staff, parents, students, administrators, community members and district office personnel have contributed and have been involved in input for our self-study.

In the last six years since our full WASC report in 2011-12, Merced High School has undergone a continual transition in administration. Even though administration has changed through the years, the MHS staff has still been “Bear STRONG”. WASC tasks and timelines continued through the last few years as administrators passed on their responsibilities.

In 2015, the Bear STRONG posture was developed by the administrators and staff. Our school culture has embraced the Bear STRONG commitment, and it has recently been adopted as our new schoolwide learning outcomes. The current administration approached our spirited leadership class in developing a more modernized and student friendly Bear STRONG. Leadership took the lead and surveyed the student body. With the collaboration of students and staff, all MHS students will leave our campus Bear STRONG.

WASC Cohort/Focus Groups began in the 2016-17 school year. Our Instructional Leadership Team leaders took on the role as facilitators to each group. Cohorts began reviewing our mission, vision, and schoolwide learning outcomes. With participation of classified and certificated staff, the School Site Council, the student body, and input from parents and community members at our LCAP meetings, MHS made adjustments to represent our current student population.

Merced High School ACS WASC/CDE Self-Study Report

The majority of the work that involved chapter three, sections A through E, began in the spring semester of 2017. WASC Cohorts that were made up of teachers, counselors, classified staff, and administrators addressed the findings and supporting evidence in these sections. This continued into this school year, working with students, parents and community members at our LCAP, SSC, ELAC, Safety, and cohort meetings.

WASC surveys were given to parents, students and staff in the early fall of 2017. WASC Cohorts reviewed this data and proposed some strengths and weaknesses that were relevant for our campus. In addition, LCAP data was reviewed with stakeholders at various parent meetings, MUHSD “Mini-WASC” visit, and cohort collaborations. Again, strengths and weaknesses were acknowledged and added to our action plan.

The Schoolwide Action Plan has been a collective reflection and response to recurring themes identified by stakeholders through multiple discussions at meetings, cohorts, and committees through the last few years. It has been developed over time, through shifts in leadership, pedagogy, and affirming that all bears are college and career ready. The MHS Action Plan is aligned with our LCAP and SPSA goals with tasks, assessments of progress, growth target timelines, needed resources, and personnel responsibilities.

Our stakeholders continue to review our self-study. Progress on the goals will be reported to all stakeholders and the general public. A formal evaluation of the Schoolwide Action Plan will be conducted annually with reflection and needed adjustments made. Furthermore, many opportunities will continue for all stakeholder groups to participate in the Self-Study and Action Plan to guide Merced High School for the next six years.

Merced High School ACS WASC/CDE Self-Study Report

Chapter I: Progress Report

Summarizes progress on each section of the current schoolwide action plan that incorporated all schoolwide critical areas for follow-up from the last full self-study and all intervening visits. Comments on the original critical areas for follow-up not in the current plan.

Merced High School ACS WASC/CDE Self-Study Report

Significant Changes at MHS Since 2015 Mid-Cycle Report

Merced High School (MHS) has seen many significant changes since the WASC mid-cycle visit in 2015. These include changes in the areas of staffing, technology, curriculum, assessment, scheduling, discipline, intervention, and facilities.

Staffing Since the mid-cycle progress report in 2015, MHS has had 3 new acting principals. In addition, all associate principals have changed during this time period. Finally, more than 20 new teachers (18 of which were initially probationary) have joined the faculty since the mid-cycle review, and the site instructional coach and teacher librarian have changed.

Technology Significant changes and additions to technology infrastructure, hardware acquisition, cloud-based tools, and classroom integration have taken place since the mid-cycle report. ● Improvements to high speed wireless infrastructure throughout the campus ● One-to-web chromebook implementation ● Upgraded desktops in all computer labs and library ● Classroom upgrades including teacher desktop computers, printers, and projectors as needed ● More complete implementation of GAFE (Google Apps for Education) campus-wide ● Web-based AERIES student information system fully implemented ● Expanded offerings for professional development related to technology use and classroom integration

Curriculum One-to-web chromebook implementation has optimized online access to curriculum materials. Digital curriculum from Houghton Mifflin Harcourt (HMH) for English language arts and mathematics was adopted district-wide in the 2016-2017 school year. Additional online curriculum is available to teachers including Actively Learn, Discovery Education, Naviance, Odysseyware, iLit, and Virtual Job Shadow.

The district-wide emphasis on CTE is giving teachers the opportunity to suggest and teach new courses that augment our current CTE pathways. Beginning in 2018-19 several new courses will be available to students at Merced High to support college and career readiness.

Assessments The discontinuation of the California High School Exit Exam (CAHSEE) has resulted in significant change to assessment in all California high schools. MHS English and Math classes continue to use District Benchmarks. Specifically, CAASPP Interim Assessments are being administered in English

Merced High School ACS WASC/CDE Self-Study Report

and Math classes; Math classes also use assessments from HMH Math which was adopted by our district in 2016-17. As a result of no longer administering CST assessments, EL reclassifications are now connected to a local English Language Arts Assessments and CAASPP results until the new ELPAC is administered in the spring.

Scheduling Beginning in 2016-17, teachers voted to eliminate our shortened RTi fifth period that was part of our seven period day. After moving to a six period day, RTi was replaced by a full period of Academic Support for targeted at-risk students.

Discipline Restorative Justice was implemented during the 2015-16 school year. It is difficult to assess whether this shift in focus from punishment to peer-mediated learning and problem solving to resolve discipline issues has had an impact on the number of discipline referrals due to inconsistent reporting practices over the past three years.

Intervention During the 2015-2016 school year, an RtI period remained in place to provide structured intervention for students via tutorial and study hall. Beginning in 2016-2017, RtI was replaced with a full period of Academic Support for targeted at-risk students. In addition, Bear Academy, or ASSETS continues to provide support for students after school.

Facilities A new, larger gymnasium was dedicated in the fall of 2017. This state-of-the-art facility accommodates the entire student body at one time for rallies and assemblies. Several classrooms have been updated with new collaboration-friendly furniture and offices have been relocated to facilitate communication and collaboration. Our parent center has been remodeled and refurbished, and plans are underway to renovate our career center and rename it the “Bear Den”.

WASC Team Recommendations: 2015 Mid-Cycle Review

The report from the WASC Team visit in 2015 had brief recommendations which were actually a follow-up to the schoolwide critical areas for follow up made in the 2012 WASC report. (See 2012 recommendations below)

Merced High School ACS WASC/CDE Self-Study Report

WASC Team Recommendations from Midterm Progress Report in 2015

● Stakeholder involvement , specifically students and parents, in the WASC follow up process remains limited. It is important that specific efforts are made during the next self-study to actively seek more involvement from these groups. ● To increase the amount of c ommunication between administration and staff , MHS should consider a daily staff bulletin which sifts out important information for staff and likewise may improve readership among them.

Strategies to respond to each of these related recommendations have been thoughtfully planned and fully implemented.

Stakeholder Involvement Students have been more involved in important committees such as LCAP and School Site Council (SSC) since the mid-cycle review. In fact, for the 2016-17 and 2017-18 school years, the SSC chairperson has been a student. In this capacity, the student chairperson has been given full authority to create the agenda and run the meeting, and all student participants have the opportunity give input on Title 1 spending priorities. In addition, students have participated in district sponsored “Mini-WASC” reviews to provide their perspective on the student experience at Merced high. Since the mid-cycle review, students have also been invited to participate in a number of surveys on a variety of important school issues including California Healthy Kids, Schoolwide Learning Outcomes, School Site Council, WASC, and the proposed seven period day. Lastly, administrators have renewed efforts to be accessible to students, meeting weekly with numerous student groups on campus and maintaining an open door policy. One example of administrators listening to students was a successful student-led initiative to change the dress code hat policy in 2016-17.

Outreach to parents has also improved over the past three years, resulting in a dramatic increase in parent participation in stakeholder meetings such as ELAC, SSC, and the Safety Committee. Parents have been invited to participate using a variety of communication tools such as texts, emails, Parent Square, the school website, social media, in-person phone calls, and dialers. In addition, efforts have been made to ensure that parents know how to access and use Aeries, our campus Student Information System to monitor their child’s academic standing.

Communication Between Administration and Staff As mentioned previously, there has been a great deal of turnover in administration since the mid-cycle review. This has certainly created some communication challenges, however a number of strategic solutions to improve communication have been implemented by the current administration. Although the specific recommendation was to provide a daily staff bulletin, instead, staff do receive a monthly “Bear Bulletin” which highlights what will be happening on campus that month. In

Merced High School ACS WASC/CDE Self-Study Report

addition, the new MHS app generates a “Here’s What’s Happening Today” message for anyone who has downloaded the app. Finally, a new secure staff portal page on the fully redesigned website provides access to updated documents and resources.

WASC Team Recommendations: 2012 Full Review

The report from the WASC Team visit in 2012 had several recommendations which were detailed according to targeted stakeholder groups. Recommendations unique to the 2012 review and which have not been addressed in the previous section are italicized and will be commented on below.

Merced High School needs to improve communication and involvement of all stakeholders. ● Students ○ Students want to be heard by administration ○ They need to be made aware of the “6 year plan.” ○ Students need to be actively involved as true stakeholders, in processes such as WASC and School Site Council. ● Parents ○ Parents need to be actively involved as true stakeholders, in processes such as WASC and School Site Council. ○ Directed communication from school to home needs to improve, including, but not limited to, timely updates in Aeries ABI. ● Teachers ○ Merced High School’s decision making process needs to be more collaborative. ○ A system of improved internal communication, such as a daily bulletin, is needed for updated information. ○ Teachers need to comply with IEP mandates and attend IEP meetings regularly to communicate general education progress to the parents. ● Classified Staff ○ Classified staff needs to be actively involved as true stakeholders ○ A system of improved internal communication, such as a daily bulletin, is needed for updated information. ● Administration ○ MHS has many programs, slogans, objectives, teams, etc. There is a need to gather these support structures into a common goal for students and staff with a clear “focal point.” This should align with the formal Professional Development Plan to provide a common voice. ○ Administrators need to comply with IEP mandates and attend IEP meetings.

Merced High School ACS WASC/CDE Self-Study Report

Students need to be made aware of the “6 year plan”. Students are first made aware of the “6 year plan” in freshman seminar when they build a website for their digital portfolios and take a career interest survey as well as a personality study. As sophomores, students do research on colleges, and as juniors they learn about financial literacy and complete a career-focused research assignment. Seniors are immersed in activities detailed in the plan, including writing a cover letter and resume as well as participating in a mock interview with a community member where they share their digital portfolio.

IEP Compliance Both teachers and administrators were advised to comply with IEP mandates and attend IEP meetings in the 2012 WASC recommendations. In response to these recommendations, IEP processes and procedures have been developed, and IEP meeting schedules and calendar invites have been implemented.

Focal point needed for MHS slogans, objectives, etc. The motto “Bear Strong” has taken its place as the primary slogan and focal point for Merced High School since the 2012 WASC visit. Most recently, the acronym for S TRONG has been reworked with input from students and staff to reflect a more relevant set of Student Learning Outcomes for the 21st century learner. Posters of the new “Bear Strong” are now displayed in every classroom, and plans are being developed to embed this motto into every aspect of instruction, discipline, activities and the overall culture at Merced High School.

Merced High School ACS WASC/CDE Self-Study Report

Chapter II: Student/Community Profile and Supporting Data and Findings

Tells the story of our school through the use of data and information. This thorough examination of the school includes: ● The history and background of the school ● A description of the school programs ● School performance indicators as organized by the Local Control Funding Formula’s (LCFF) “Eight State Priorities” rubrics and local measures ● Examination of perceptual data, such as surveys ● Provide findings, noting trends, irregular patterns or anomalies for the data, including longitudinal and disaggregated data (see profile guide) ● Provide a brief summary that includes: o Implications of the data o Identification of 2–3 preliminary critical student learning needs (at this stage of analysis) o Important questions to be discussed in the Focus Groups.

Merced High School ACS WASC/CDE Self-Study Report

General Overview The Merced Union High School District (MUHSD) serves students from the communities of Atwater, Livingston, Merced and surrounding rural areas. Located in the heart of the San Joaquin Valley and referred to as “The Gateway to Yosemite”, the ethnically diverse County of Merced is among the world’s largest producers of agricultural products such as milk, poultry, almonds, cattle, tomatoes and sweet potatoes. Agriculture-related industries are a major source of employment, along with food processing, retailing, and light manufacturing. Although unemployment in the county is still high relative to the national average (8.5% compared to 4.3% as of May 2017), economic growth for the area is predicted as the University of California, Merced which opened in 2005, continues to expand.

Considered the flagship school in the district, Merced High School is located in the city of Merced, the largest community in the county. US Census Bureau data for 2016 indicates a population of 82,594, with a median household income of $37,627; 31.9% of the population lives below the poverty level. By comparison, the state median income (2015 data) is $61,818 with 14.3% population living below the poverty level. Though nearly 73% of our students applied for and received free and reduced lunch in the 2016-2017 school year, a higher percentage could have qualified under federal guidelines.

Merced Union High School District is made up of ten secondary schools; six comprehensive high schools, three alternative high schools, and one adult school. All but one school in the district currently operate under a traditional six period day schedule, but many, including Merced High School are transitioning to a seven period day next year. This change will facilitate the addition of new CTE courses and allow students to complete the CTE pathway of their choice.

Since our last WASC visit in 2015, Merced High School has experienced significant turnover in staffing, including three new acting principals. In addition, all associate principals have changed since the mid-cycle review. Our current administrative team shares a strong vision for continued excellence and enhanced opportunities for the students and staff at Merced High School.

State and Federal Program Mandates Merced High School is actively engaged in fulfilling program mandates at the state and federal levels. Planning and implementation of the following programs has taken place since the last WASC visit: ● School Site Council Single Plan for Student Achievement ● ELAC ● DELAC ● LCAP ● Safety Plan ● Technology Plan

Merced High School ACS WASC/CDE Self-Study Report

District Policies/School Financial Support The budget climate at MUHSD has improved since our last full WASC visit due to additional state funding. LCAP, CTE, and Title 1 one-time funding increases have allowed our campus to update technologies, expand programs, procure high quality learning resources, and provide professional development for staff.

MUHSD 2017 - 2018 Expenditure Per Pupil: $8670.83

MHS Budget 2017-2018 Principal’s Site Budget 146,458 Title I 149,284 Music 20,000 Library/Student Engagement 30,000 Athletics 25,000 Curriculum Support 10,000 Safety 9,200 Carl Perkins - 3550 60,600 Ag Incentive -7010 11,915 Ag Incentive Matching - 0311 11,915 Nurses health 2,000 Total 476,372

Parent Organizations/Involvement Improving communication and strengthening relationships with parents has been an area of focus for Merced High School since our last WASC mid-cycle review. We have seen increased parent participation as we maintain and expand opportunities for parents to engage with our school community. Along with a culture of inclusiveness and welcome, formal opportunities for parents to get involved include: ● Eighth Grade Orientation ● Freshmen Orientation ● Back-to-School Night ● Senior Graduation Meeting for Parents ● Athletic Boosters - Merced High School Athletic Foundation ○ Aquatics - Aquatics Boosters ○ Baseball - Dugout Club ○ Basketball - Tradition Club ○ Football - Quarterback Club

Merced High School ACS WASC/CDE Self-Study Report

● Band Boosters ● School Site Council (SSC) ● LCAP ● ELAC ● DELAC ● Free Financial Literacy classes (childcare provided) ● Free CPR classes (childcare provided) ● Parent Square App ● MHS App ● Surveys (California Healthy Kids, and MHS Parent Surveys)

We have seen an outstanding parent turnout at LCAP meetings the past two years as a result of improved communication and incentivising attendance. To further improve communication and enhance parent involvement, we recently relocated and refurbished our Parent Center to make it more accessible to parents. In addition, beginning in January 2018 we will sponsor “Doughnuts with Dads” and “Muffins with Moms”; new opportunities for parents to meet with our Community Liaisons.

Community Foundation Programs/Partnerships Merced High School partners with a number of community organizations to provide services and opportunities for our students. ● Livingston Community School Based Health Center - Provides a range of support services primarily for students in foster care, displaced, and homeless youth. ● Sierra Vista Counseling Services (2015-2017) ● Migrant Education - Central Valley Opportunity Center (CVOC) ● Bear Academy (ASSETs) - After school enrichment activities including Academics/Tutorial, Physical Fitness, Enrichment Programs/Clubs, and Snack. ● Bear Branch - Merced School Employees Federal Credit Union maintains a branch with limited hours on the MHS campus. The Bear Branch is overseen by MHS business teachers and staffed by MHS students. ● University of California Merced ○ Gateway Scholars: This scholarship fund was established by an anonymous foundation to provide scholarships to graduates from Merced High School who attend UC Merced. Recipients are selected based on financial need, above and beyond other grant and scholarship funding for which an applicant receives. ○ UC Scholars: This program provides students with ongoing academic advising to ensure that they successfully complete required college preparatory courses. UC bound students and their families receive the necessary information and motivation to

Merced High School ACS WASC/CDE Self-Study Report

prepare for postsecondary education, including assistance in the application and financial aid processes. ○ UC Math and Science Initiative: MHS teachers mentor UC students who are considering entering the teaching profession as STEM teachers.

School/Business Relationships Merced High School has strong relationships with area businesses through both the Regional Occupational Program (ROP) and the Working Professionals program. The Merced County ROP is a workplace learning program that has been in continuous operation since 1973. ROP students at Merced High School learn to work through practical experience. After basic classroom instruction, many students are placed at work sites throughout the community and are taught occupational skills by professionals in the field. The Working Professionals program gives students with an IEP the opportunity to gain work experience in preparation for post-secondary life. Uniforms for the workplace are furnished and transportation to work sites is provided. As part of the program students learn how to fill out an application, develop a resume, respond to interview questions, practice punctuality, and in general prepare to be a good employees.

Participating Businesses

ROP Working Professionals Applebee’s Buhach Preschool Barnes & Noble CVS Pharmacy Carl’s Jr. Long John Silver Joe On The Go Merced High Copy Center Foot Action (Retail) Sizzler Restaurant Foot Locker (Retail) Taco Bell Merced Radio Panda Express Payless Shoes Raley’s Grocery Store Rainbow (Retail) Sizzler’s Restaurant Styles for Less (Retail) Taco Bell Tilly’s (Retail) Work World (Retail)

Merced High School ACS WASC/CDE Self-Study Report

Enrollment/Demographics Merced High School is an ethnically diverse campus with a range of 400-450 students per grade. A large number of our students come from economically disadvantaged families with an historic average of ~70% of students qualifying for free and reduced lunch.

Enrollment by Grade Level (Aeries Data )

2013-2014 2014-2015 2015-2016 2016-2017 2017-2018 Grade 9 388 486 478 473 458 Grade 10 434 387 445 464 454 Grade 11 652 413 361 389 438 Grade 12 558 637 417 364 399 Total 2032 1923 1701 1690 1749

Enrollment by Gender (Aeries Data) 2014-2015 2015-2016 2016-2017 2017-2018 Female 963 835 803 899 Male 965 867 814 856 Total 1928 1702 1617 1755* *includes 8th graders

Enrollment by Ethnicity (Aeries Data)

2014-2015 2015-2016 2016-2017 2017-2018

Hispanic or Latino 1092 56.6% 1002 58.87% 985 60.92% 1077 61.93% White (Non-Hispanic) 378 19.6% 326 19.15% 309 19.11% 316 18.17% Am Indian (Non-Hispanic) 18 0.93% 14 .82% 12 0.74% 13 0.75% Asian (Non-Hispanic) 248 12.86% 166 9.75% 139 8.60% 128 7.36% Pac Islander (Non-Hispanic) 4 0.21% 3 .18% 2 0.12% 4 0.23% Filipino (Non-Hispanic) 37 1.92% 29 1.70% 25 1.55% 26 1.50% Black (Non-Hispanic) 122 6.33% 131 7.705 135 8.35% 136 7.82% Multi-Ethnic (Non-Hispanic) 29 1.50% 31 1.82% 10 .62% 8 0.46%

Merced High School ACS WASC/CDE Self-Study Report

Free and Reduced Price Meals (CA Dept Ed, Aeries Data) 2013-14 2014-15 2015-16 2016-17 2017-18 (as of 10/22/17) Total Student Enrollment 2078 1961 1706 1697 1728 FRPM Adjusted Count 1443 1395 1251 1212 1131 FRPM Adjusted % Eligible 71.6 74.1 75.5 72.9 65.4

Parent Education Level by Number ( Aeries Data )

2014-2015 2015-2016 2016-2017 2017-2018 Not Stated 202 167 172 158 Not HS Grad 303 283 297 294 HS Grad 405 357 377 385 Some College 501 464 448 475 College Grad 340 278 262 254 Grad School 174 152 139 130 Total 1925 1701 1695 1696

Schoolwide Learner Outcomes The motto Bear Strong has been a part of Merced High School culture for many years. Recently, students and teachers collaborated to reinvigorate and formalize what it means to be Bear Strong. The resulting acronym has been adopted as our Schoolwide Learner Outcomes and our plan going forward is that all classroom learning experiences, discipline practices, student activities, professional development, etc. will be focused on these qualities:

S uccessful Able to put forth the effort to set and attain personal goals and ambitions; college and career ready

T rustworthy Always helping out fellow bears even when nobody’s watching; taking responsibility for self actions

R espectful Responsible for yourself and others; make good choices; value diversity;considerate of the on-campus community

O ptimistic Hopeful and confident about the future; eager to take on challenges

N ever Give Up The ability to accept “failure” and continue to keep trying and never stop working in spite of difficulty or opposition

G oal-oriented Driven with purpose; having obtainable and positive plans for the future

Merced High School ACS WASC/CDE Self-Study Report

School Programs ELD The ELD program provides instruction for all 5 levels of ELD. There is a combo 1/2 class which spans 3 periods. This course counts as their English credit until they test out. Once a student tests out they are then placed in a mainstream English class with a 1 period ELD 3 or ELD 4/5 support class. The support class uses curriculum that continues to build their language acquisition focusing specifically on the four domains of language. We currently use iLit. This is the implementation year and it has been successful in building the students' language acquisition thus far. We also have an ELAC committee on campus that consists of administration, parents, teachers and classified staff that help advocate for our ELD population in several different ways.

English Learners by Primary Language (Aeries Data)

2014-2015 2015-2016 2016-2017 2017-2018 Arabic 4 4 5 4 Cantonese 0 2 1 1 Dutch n/a n/a n/a 1 Hindi n/a n/a n/a 1 Hmong 26 12 7 8 Mandarin n/a n/a n/a 1 Mien (Yao) 3 3 2 n/a Filipino (Tagalog) 7 5 2 2 Portuguese n/a n/a 1 1 Punjabi 3 1 1 2 Spanish 179 163 140 136 Vietnamese 2 1 1 1 Total 224 191 160 158

Language Proficiency (Aeries Data)

2014-2015 2015-2016 2016-2017 2017-2018 English Only 1147 1040 1054 1085 FEP 115 99 82 71 LEP 111 92 80 99 Redesignated 552 469 478 487 TBD 2 2 1 0 Total 1927 1702 1695 1742

Merced High School ACS WASC/CDE Self-Study Report

CELDT Testing ( CA Dept ED Data)

Performance Level 2011-12 2012-13 2013-14 2014-15 2015-16 2016-17 Advanced 13 (6%) 18 (9%) 11 (8%) 13 (10%) 8 (7%) 7 (7%) Early Advanced 99 (47%) 83 (42%) 61 (43%) 46 (35%) 49 (44%) 41 (39%) Intermediate 67(32%) 63 (32%) 47 (33%) 41 (32%) 33 (29%) 37 (35%) Early Intermediate 22 (10%) 26 (13%) 12 (8%) 21 (16%) 12 (11%) 11 (10%) Beginning 11 (5%) 10 (5%) 11 (8%) 9 (7%) 10 (9%) 9 (9%) Total Tested 212 200 142 130 112 105

ELD Reclassification Rate (CA Dept ED Data) 2012-13 2013-14 2014-15 2015-16 2016-17 13.69% 17.22% 16.11% 8.11% 41.86%

Student Life Student life contributes significantly to the student-centered culture at Merced High School. Sponsored activities, athletics, clubs, and organizations provide opportunities for a large percentage of our students to pursue their interests and develop leadership skills.

School Activities

Fall Winter Spring Round Up Winter Wish Rally Chalk-Off Activity Frosh Link Orientation Winter Wonderland Junior/Senior Prom Back to School Dance Winter Formal Spring Rally Ag Open House Bob Means Day Election Convention Club Rush Winter Sports Rally Spelling Bee Competition Homecoming Week/Dance KIDS Day Color Run Beat Cancer Week Make-A-Wish Charity Game ASB Banquet 5am Pep Rally MORP Dance Talent Show Sadies Dance Mr. Merced & Miss Bear Country Special Ed Spring Prom AVID College Week MHS Hall of Fame Senior Awards Night Fall Sports Rally Special Ed Winter Ball Senior Luau Merced on the Mic (Poetry Night) Senior Grad Night Senior Cord Luncheon Graduation

Merced High School ACS WASC/CDE Self-Study Report

Student Participation in Charter-Based Clubs and Organizations

Student Club Name #Students Student Club Name #Students Academic Decathlon 15 Interact 8 Art Club 13 Junior State of America (JSA) 9 Asian Club 20 Key Club 11 Associated Premedical Students (APS) 25 KIWIN’S 32 AVID 159 Leadership 53 Book Club 32 Link Crew 40 Cheerleading 59 Marching 100 (Band) 123 Culinary Club 21 Orange Wave 32 Debate Club 5 PACIFIC Club 92 DECA 17 Poetry Club (“Ink Slingers”) 7 Drama Club 32 Science Club 40 Environmental Club 7 Skills USA 12 Family, Career, Community Leaders of 44 Suicide Awareness 17 America (FCCLA) Future Business Leaders of America 15 Yearbook 19 (FBLA) Future Farmers of America (FFA) 489 Young Life 60 Grand Total 1508

Interscholastic Sports

Fall Sports Winter Sports Spring Sports Cross Country - Boys ( JV, Varsity Basketball - Boys (Frosh, JV, Baseball (Frosh, JV, Varsity) Varsity) Cross Country - Girls ( JV, Varsity Basketball - Girls (Frosh, JV, Golf - Boys Varsity) Football (Frosh, JV, Varsity) Soccer - Boys (JV, Varsity) Softball - Girls (JV, Varsity) Golf - Girls Soccer, Girls (JV, Varsity) Swimming & Diving Tennis - Girls Wrestling (JV, Varsity) Tennis - Boys Volleyball - Girls (Frosh, JV, Track & Field - Boys & Girls Varsity) Water Polo - Boys (JV, Varsity) Volleyball - Boys (Fr/So, Varsity) Water Polo - Girls (JV, Varsity)

Merced High School ACS WASC/CDE Self-Study Report

Student Achievement and College & Career Readiness

Graduation Rates Graduation rates for Merced High School seniors have been fairly consistent since the last full WASC review, ranging from ~92% to ~96%.

Graduation Rates (CA Dept Ed Data)

2011-12 2012-13 2013-14 2014-15 2015-16 English Language Learners 76.35% 77.8% 90.6% 75.3% 82.1% Economically Disadvantaged 92.35 94.3% 95.5% 91.7% 90.6% Foster Youth * * * 85.7% 60.0% Migrant Education 92.3% 75.0% 94.4% 77.8% 80.0% Special Education 60.3% 67.8% 75.6% 64.2% 56.8% All Students 93.4% 95.2% 96.2% 92.4% 91.9% * data unavailable for these years

Participation in Focused Programs

Participation in Focused Programs (Aeries & LCAP Data)

2014-2015 2015-2016 2016-2017 2017-2018 Academic Support N/A N/A 128 88 AP 246 210 197 415 AVID 156 123 134 149 CTE Courses 1153 1023 1064 962 Honors 189 102 117 158 SPED 211 189 217 200 Summer School 942 840 1345

Academic Support RTI was eliminated beginning in 2015-16. At this time, Academic Support classes were formed for at risk students. We have 5 sections of Academic Support, one of which is dedicated to support ELs (as needed). There are currently a total of 88 students enrolled, a decrease from 2016-17 when 128 students participated.

Academic Support Classes

Grade 9 Grade 10 Grade 11 Grade 12 Total 2016-17 52 56 13 7 128 2017-18 34 19 24 11 88

Merced High School ACS WASC/CDE Self-Study Report

Chronic Absenteeism (LCAP Data)

Program 2014-2015 2015-2016 2016-2017

Special Education 185/30 16% 856/70 18% 173/25 14% English Language Learners 111/9 8% 92/8 9% 80/10 13% Foster Youth N/A 23/5 22% 28/6 21% Economically Disadvantaged 1394/153 11% 1187/126 11% 1195/118 10% All Students 1896/178 9% 1680/153 9% 1692/142 8%

Drop-out Rate (CA Dept Ed Data)

Program 2011-12 2012-13 2013-14 2014-15 2015-16

English Language Learners 9.2% 8.3% 3.8% 17.6% 10.7% Foster Youth 14.3% 20% Migrant Education 7.7% 0 5.6% 22.2% 20% Socioeconomically Disadvantaged 2.9% 1.9% 2.5% 6.5% 5.5% Special Education 1.6% 5.1% 6.7% 22.9% 10.8% All Students 2.4% 1.5% 2.0% .16% 4.8%

Total Tardies by Class Period ( Aeries Data)

8/18/14 - 6/4/15 8/17/15 - 6/1/16 8/15/16 - 6/1/17 Period 0 856 870 610 Period 1 11169 9778 7611 Period 2 1849 2029 1086 Period 3 3692 3562 2238 Period 4 2061 2071 1318 Period 5 1288 987 1782 Period 6 2950 3071 1347 Period 7 2231 2151 10* Total 26096 24927 16002 * Low number reflects move to 6 full period day; 7th period classes are now limited to credit recovery and college courses..

Average Daily Rate of Attendance (Aeries Data)

2014-2015 2015-2016 2016-2017 Grade 9 95.77 95.36 94.09 Grade 10 95.84 94.63 94.93

Merced High School ACS WASC/CDE Self-Study Report

Grade11 95.58 95.14 95.25 Grade 12 93.99 94.73 95.16

Advanced Placement Merced High School’s advanced placement program continues to offer a robust selection of courses. Fifteen advanced placement courses are currently being offered at Merced High School, with Computer Science Principles being the most recently added this school year. The program continues to grow as a sixteenth course, Music Theory is proposed for the 2018-19 school year. In addition to advanced placement courses, a large number of freshman and sophomores are enrolled in English I and II Pre-AP. Honors or Advanced courses are also offered in Math, Social Studies, and World Language. Total number of advanced placement exams taken has dropped due to declining enrollment as El Capitan High School opened in 2013. The percentage of students who have passed at least one advanced placement course with a “3” or higher has been in the forty to fiftieth percentile range over the previous five years. Joel Sebastian (AP) is responsible for maintaining AP course approval.

AP Courses

AP Art: Drawing AP Computer Science AP Spanish Language AP Art: 2D Design AP Government & Politics AP Statistics AP Biology AP Language & Composition AP U. S. History AP Calculus AP Literature AP Chemistry AP Physics

AP Data ( CA Dept Ed & LCAP Data*)

2011-12 2012-13 2013-14 2014-15 2015-16 2016-17 Grade 12 Total Enrollment 647 602 560 645 399 Total AP Exam Takers 265 248 260 246 155 # of Exams 486 477 456 465 282 Total AP Scores of 3+ 222 238 224 225 133 % AP Scores of 3+ 45.6% 49.8% 49.1% 48.3% 47.1% 41.2%*

SAT Scores ( CA Dept Ed Data)

2011-12 2012-13 2013-14 2014-15 2015-16 Total SAT Exam Takers 222 192 179 241 157 Percent Tested 34.31% 31.89% 35.20% 37.34% 40.13% SAT Reading Average Score 476/800 479/800 474/800 482/800 481/800 SAT Math Average Score 491/800 489/800 488/800 491/800 494/800 SAT Writing Average Score 467/800 463/800 464/800 465/800 456/800

Merced High School ACS WASC/CDE Self-Study Report

SAT Average Total Score 1434/2400 1431/2400 1426/2400 1438/2400 1431/2400 ACT Scores (CA Dept Ed Data)

Total ACT Exam Takers 113 99 110 109 96 Percent Tested 17.5% 16.4% 19.6% 16.9% 24.0% ACT Average Reading Score n/a n/a 20/36 22/36 22/36 ACT Average English Score n/a n/a 19/36 21/36 20/36 ACT Average Math Score n/a n/a 21/36 22/36 22/36 ACT Average Science Score n/a n/a 21/36 20/36 21/36 ACT Total Average Score 20.85/36 21/36 n/a n/a n/a

Honors Courses (Aeries Data)

2014-2015 2015-2016 2016-2017 Art-H Art-H Art-H Economics H Economics H Economics H Interdi St-H Interdi St-H Interdi St-H MarineBio H MarineBioH MarineBioH PreCalculus-H PreCalculus-H PreCalculus-H Spanish 3-H Spanish 3-H Spanish 3-H

A-G Course Completion The percentage of students who meet the A-G course requirements to be CSU/UC eligible has remained fairly consistent since the previous WASC visit. Increasing the number of students taking and completing A-G courses, particularly our EL students, continues to be an area of focus for our Instructional Leadership Team and Department Chairs. Abraham Oliveras (Guidance AP) is responsible for maintaining course approval.

Percent 4 Year A-G Requirement Course Completion ( LCAP data)

2012-2013 2013-14 2014-15 2015-16 English Language Learners 0% 0% 0% 0% Economically Disadvantaged 26.8% 20.22% 28.8% 25% Foster Youth 25% 0% 17% 25% Special Education 2.5% 2.7% 2.56% 10% Total % Students 30.48% 26.23% 34.85% 32.04% Total # Students 171/561 139/530 207/594 124/387

Merced High School ACS WASC/CDE Self-Study Report

CAASPP Testing In general, test scores in both English and Math have declined over the past three years. Efforts are currently underway to better prepare students for CAASPP testing using the following strategies: ● Creating interim assessments at the district level that will allow us to analyze data and provide remediation in critical areas ● Utilizing CAASPP support materials and tools to better prepare students for the logistics of testing ● Developing new math courses that will better prepare and support strategic students

11th Grade ELA CAASPP Testing Results ( CA Dept Ed Data)

2015 2016 2017 Number Students Enrolled 407 359 383 Number Students Tested 390 354 378 Number Students with Scores 388 352 378 Standard Exceeded: Level 4 22% 16% 14.81% Standard Met: Level 3 37% 42% 30.42% Standard Nearly Met: Level 2 24% 22% 31.48% Standard Not Met: Level 1 17% 20% 23.28% 11th Grade Math CAASPP Testing Results

Number Students Enrolled 407 359 383 Number Students Tested 388 354 378 Number Students with Scores 385 354 378 Standard Exceeded: Level 4 11% 8% 9.26% Standard Met: Level 3 21% 21% 16.14% Standard Nearly Met: Level 2 29% 29% 26.46% Standard Not Met: Level 1 39% 41% 48.15%

Other Assessments Since the WASC mid-cycle review, most district benchmarks have been discontinued. Sites have been given some freedom in terms of developing local assessments and many are still in development. As of 2016-17, freshmen and sophomore English classes take the CAASPP interim test two times a year as a benchmark. In addition, freshman and junior English teachers administer a writing diagnostic at the beginning of each school year. Freshmen are placed in English classes based on their 7th/8th grade CAASPP scores. The cut score varies based on the year given, but students that scored "proficient" and "advanced" in middle school are placed in Pre-AP English as freshmen.

Merced High School ACS WASC/CDE Self-Study Report

D and F Rates The impact of D and F grades on course completion, college eligibility and graduation rates continues to be an area of concern at Merced High School. To address this issue, administrators provide teachers and students with progress reports every 5 weeks to facilitate early intervention. In addition, parents of students receiving more than one F receive a personal phone call from a counselor or support staff every quarter. On a proactive note, students with a GPA of 3.0 or higher receive a congratulatory phone call via our dialer system each quarter.

D/F Rate (Aeries Data)

Spring 2016 Fall 2016 Spring 2017 Semester Grade D 1132 / 11.4% 1085 / 10.6% 1079 / 11.0% Semester Grade F 1252 / 12.6% 994 / 09.7% 1093 / 11.1%

School Climate Student Discipline Restorative Justice was implemented at MHS beginning in 2015-2016. This generally has been a positive approach as students have been empowered to resolve conflicts on their own. As with any new program, full and consistent implementation of Restorative Justice has been gradual. This change in discipline protocol, as well as multiple changes in administrators, may account for some anomalies in discipline data over the past three years. Although the rates for two common referrals (defiance/confrontive behavior and leaving class without permission) remained fairly consistent for 2014-15 and 2015-16, the data shows a sharp increase in confrontive behavior in 2016-17. In addition, the number of minor disruptions spiked in 2016-17. These large increases could be linked to the way new discipline systems and changing administrations asked that the data be reported. Further investigation is warranted as we begin to look at 2017-18 data and look for trends and abnormalities.

Discipline Referrals 2014-15 2015-16 2016-17 Most Common Referral Offences Defiance/Confrontive Behavior 80/31 62/20 65/117 Leaving Class w/out Permission 52 42 56 Minor Disruption 62 48 445 Total Referrals ( including all other categories) 415 358 939

Merced High School ACS WASC/CDE Self-Study Report

Suspension and Expulsion Rates (CA Dept Ed Data)

2011-12 2012-13 2013-14 2014-15 2015-16 2016-17

Census Enrollment 2759 2700 2078 1961 1869 1865 Students Suspended 289 266 113 112 128 115 Suspension Rate 9.5% 9.0% 4.8% 5.2% 4.8% 5.3% Students Expelled 16 5 0 9 10 5 Expulsion Rate .5% .2% 0 .4% .54% .27%

California Healthy Kids Survey Data from the CHKS shows that nearly half of 9th and 11th graders combined feel connected to the school. In addition, nearly 60% of these students report feeling safe at school. Of concern are the significant number of students (30% and 37%) who reported feeling chronically sad and hopeless in the past 12 months, those that report being bullied or harassed (28% and 29%), and those that have considered suicide (14% and 18%) during the same time period.

CHKS: Summary of Key Indicators 2016-2017 SCHOOL ENGAGEMENT AND SUPPORTS 9th Graders 11th Graders School Connectedness 50% 44%

Merced High School ACS WASC/CDE Self-Study Report

Academic Motivation 31% 26% Truant More than a Few Times* 2% 9% Caring Adult Relationships 27% 27% High Expectations 42% 37% Meaningful Participation 1% 11% SCHOOL SAFETY AND SUBSTANCE ABUSE School perceived as safe or very safe* 59% 60% Experienced harassment/ bullying * 28% 29% Had mean rumor/ lies spread re: you* 33% 30% Been afraid of being beaten up* 15% 8% Been in a physical fight* 10% 9% Seen a weapon on campus* 14% 16% Been drunk or “high” @ school, ever 7% 10% MENTAL AND PHYSICAL HEALTH Current alcohol or drug use** 17% 24% Current binge drinking 5% 9% Current binge drinking 7% 15% Current cigarette smoking** 2% 4% Experienced chronic sad/hopeless* 30% 37% Considered suicide* 14% 18% *Past 12 months **Past 30 days

Merced High School Staff

Staffing levels at Merced High School changed significantly in the fall of 2013 when a new high school in the district opened its doors to 800 9th and 10th graders, many of whom would have attended Merced High. This change in district boundaries has reduced student enrollment by nearly 1,000 students since 2012. This drop in enrollment has reduced the number of teachers and administrators, but has also lessened crowdedness and improved campus safety.

Administrative Staffing & Experience (CA Dept Ed Data)

2011-12 2012-13 2013-14 2014-15 2015-16 2016-17 Number of Administrators 6 6 5 5 5 5 Average Years of Service 21 20 23 25 17 20 Average Years in District 15 14 15 18 15 19

Merced High School ACS WASC/CDE Self-Study Report

Certificated Staff By Ethnicity (CA Dept Ed Data)

2011-12 2012-13 2013-14 2014-15 2015-16 2016-17 African American 6 6 3 3 2 0 Asian 4 6 3 2 4 4 Filipino 2 3 3 2 2 2 Hispanic/Latino 22 23 19 16 15 9 White 87 85 76 74 67 58 Two or More Races 5 5 3 2 4 Total 126 129 107 100 93 77

Certificated Staff Experience (CA Dept Ed Data)

2011-12 2012-13 2013-14 2014-15 2015-16 2016-17 Average Years of Service 13 13 14 15 15 16 Average Years in District 10 11 12 13 13 15 # 1st Year 5 5 8 1 5 2 # 2nd Year 5 4 4 5 0 2

Certificated Staff Education Levels (CA Dept Ed Data)

2011-12 2012-13 2013-14 2014-15 2015-16 2016-17 Doctorate 1 1 0 0 0 0 Master’s Degree 41 45 38 40 39 31 Baccalaureate Degree 84 83 69 60 54 44 Total 126 129 107 100 93 77

There are currently 7 teachers on our staff that do not have full credentials. The district's practice is to request PIPs where there is a shortage of available candidates that have not met Subject Matter Competence but are pursuing a teaching credential. MUHSD has a comprehensive Induction Program for new teachers. We provide support of a minimum of 1 hour per week during their prep period as well as other meetings. We also coordinate teacher observations, support with PD, observations with feedback, and any other "just in time" support as needed.

Teacher Credentials and Assignments 2017-2018 ( MUHSD HR Data ) Full Credentials 73 Without Full Credentials 7 Teaching Outside Subject Area of Competence 10 Misassignment of Teachers of English Learners 2 Total Teacher Mis-assignments 12 Vacant Teacher Positions 0

Merced High School ACS WASC/CDE Self-Study Report

Status of Teachers Without Full Credentials (MUHSD Data)

Credential Status Subject Areas Number of Teachers Certificate of Clearance Math 1 Intern SPED 3 Provisional Instructional Permit SPED 1 Short Term Staff Permit SPED, Science 2

Professional Development Opportunities for professional development and training are abundant for MHS certificated and classified employees. Professional conferences, in-person district trainings, asynchronous district trainings, site trainings, and peer-to-peer trainings provide options for learning and implementing new technologies, innovation in the classroom, and staying up to date in content area pedagogies.

Site Training

Staff Development/Training Fall 2015 - Present

Date Session Title Participants Outcomes/Products

Annotation and Literacy 9/23/15 Training Certificated Staff Lesson Planning Strategies Engagement and Tech EdPuzzle, Kahoot and Actively Learn to 10/21/15 Resources Certificated Staff increase student engagement ERCW (English 4) Pullout Senior English Lesson Planning Module incorporating 11/6/15 Day Teachers higher DOK and deeper learning Engagement, HOTS and 11/18/15 the Flipped Classroom Certificated Staff Lesson Planning Strategies Lesson Planning Module incorporating 12/7/15 English Collaboration Day English Teachers higher DOK and deeper learning Lesson Planning Module incorporating NGSS standards, higher DOK and deeper 1/22/16 Science Pullout Day Science Teachers learning 1/27/16 Four Domains of Language Certificated Staff Lesson Planning Strategies Forms and Flubaroo 4/8/16 Training Certificated Staff Technology Integration Strategic English Strategic English Lesson Planning Module incorporating 5/6/16 Collaboration Day Teachers higher DOK and deeper learning Writing across the 5/18/16 curriculum Certificated Staff Lesson Planning Strategies English and Math New program adoption and utilization for 5/25/16 HMH Curriculum Training Teachers the classroom

Merced High School ACS WASC/CDE Self-Study Report

Technology Overview, New Website 8/11/16 Back to School Training Certificated Staff Orientation and Aeries Access Objectives (Faculty Certificated Staff and 9/7/16 Meeting) Admin Lesson Planning Strategies Prep-Period Training Lesson Planning Module incorporating 9/14/16 DOK/Objectives Certificated Staff higher DOK and deeper learning Lesson Planning Module incorporating 9/21/16 English Training Pullout English Teachers higher DOK and deeper learning HOTS and Questioning and Bear Notes (Faculty Certificated Staff and 10/5/16 Meeting) Admin Lesson Planning Strategies 10/19/16 Inquiry, Literacy, and DOK Certificated Staff Deeper learning in the classroom Engagement (Faculty Certificated Staff and 11/2/16 Meeting) Admin Lesson Planning Strategies Four Domains of Language Certificated Staff and 1/4/2017 (Faculty Meeting) Admin Incorporating domains in daily lessons Lesson Planning Module incorporating 1/11/17 Math Pullout Day Math Teachers higher DOK and deeper learning Lesson Planning Module incorporating 2/3/17 English Planning Day English Teachers higher DOK and deeper learning Working with strategies to better Communication and communicate with students, parents, and De-Escalation + InnovatEd Certificated staff and all stakeholders. Also how to help 2/10/17 inservice Admin de-escalate situations. Lesson Planning Module incorporating 2/27/17 English 3 Pullout Day Junior English Teachers higher DOK and deeper learning Deeper learning with technology 3/1/17 Blended Learning Certificated Staff integration Digital Library Resource for Certificated Staff and 3/2/17 CAASPP (Faculty Meeting) Admin Supporting CCSS Deeper learning with technology 3/7/17 Blended Learning Certificated Staff integration Social Studies State Social Studies Lesson Planning Module incorporating 3/29/17 Framework Training Teachers higher DOK and deeper learning Peer Observation Chart Certificated Staff and Peer Observations to increase classroom 4/5/17 (Faculty Meeting) Admin knowledge Lesson Planning Module incorporating 9th Grade English higher DOK, PBL strategies, and deeper 5/4/17 PBL English 9 Planning Teachers learning 5/17/17 Trauma Informed and Certificated Staff Deeper learning for students and creating

Merced High School ACS WASC/CDE Self-Study Report

Growth Mindset lesson to have all students become successful learners Lesson Planning Module incorporating Science and Ag NGSS standards, higher DOK and deeper 5/25/17 Science NGSS Training Science Teachers learning 8 Step EDI Lesson plan, Instructional Norms, Student engagement, and CCSS 8/11/17 New Teacher Training New Certificated Staff literacy New Teacher Library Resource Access, Tech Support and 8/11/17 Orientation New Certificated Staff Online Curriculum 8/31/17 PBL Training Certificated Staff Deeper learning in the classroom 9/18/17 Tammy Hall DOK Training ILT and Admin Deeper learning in the classroom Utilizing a new program to assistance 9/20/17 ELD iLit Training ELD teachers students in learning and reading Lesson Planning Module incorporating 10/2/17 DOK Training Certificated Staff higher DOK and deeper learning Lesson Planning Module incorporating 10/3/17 Math Planning Day Math Teachers higher DOK and deeper learning Tuned In Tuesday “You’ve Got Mail, Now What?! 10/3/17 Prep Period Training Certificated Staff Managing Email Junior and Senior Lesson Planning Module incorporating 10/18/17 English 3 & 4 Planning Day English Teachers higher DOK and deeper learning 10/26/17 Hyperdoc training Certificated Staff Technology Integration 11/2/17 Tammy Hall DOK Training ILT and Admin Deeper learning in the classroom Tune In Tuesday Smart Searching Tips & Tricks (Google & 11/7/17 Prep Period Training Certificated Staff Library Databases) Lesson Planning Module incorporating Science and Ag NGSS standards, higher DOK and deeper 11/30/17 Science NGSS Pullout Day Science Teachers learning Tuned In Tuesday Learn About Flipgrid & Transform Your 12/5/17 Prep Period Training Certificated Staff Classroom! 9th Grade English Lesson Planning Module incorporating 12/8/17 English 9 Pullout Day Teachers higher DOK and deeper learning

InnovatED InnovatED is a collection of asynchronous professional development training modules/courses designed and administered by MUHSD. Participation for most courses is voluntary; compensation is available for some. Tier 1 courses are generally narrower in focus and are unpaid. Tier 2 courses are more comprehensive and remuneration is provided upon completion.

Merced High School ACS WASC/CDE Self-Study Report

MHS InnovatED Participation 2016-Present Enrolled, In-Progress, or Completed Tier 1 Unpaid Courses Course Title # Participants Course Title # Participants Aeries.net 8 CCSS Key Shifts 4 IEPs 6 EPIC Course Create 9 Lesson Plan Component 6 Foster Youth 2 Google Gmail 3 HMH English 4 Google Drive 5 HMH Math 2 Google Calendar 5 HMH Player 1 Google Docs 4 Instructional Norms 5 Google Slides 5 Standards 10 Tier 2 Paid Courses 4 C’s 10 Understanding our Students 4 Comm. & De-escalation 71 PBL 13 Online & Blended Learning 29 Infusing Innovation 5 Google Forms 9 Innovator’s Mindset Forum 10 Screencasting 7 Instructor Bootcamp 3 YouTube 7 Communication for Admin 5 Lesson Design for Student Learning 7

Summer Institute MUHSD conducts “Summer Institute” training in both June and August. Classes are taught by teachers, librarians, instructional coaches, etc. and teachers receive compensation for each class they attend. Some examples of courses offered in June and August 2017 include: Digital Lesson Design with HyperDocs; Student-to-Student Review - how to make peer feedback meaningful; Google Cardboard Virtual Reality Goggles; Student-Centered Learning: Planning for Success.

MHS Summer Institute Participation

June 2017 August 2017 # Teachers 24 20 # Hours 354 140

Instructional Materials Google Apps For Education (GAFE) has been used in the MUHSD for several years. When Merced High School issued chromebooks to every student in the fall of 2015, more teachers began to utilize Google Classroom as an instructional platform. There is an ongoing shift from print to digital materials as outdated textbooks are discarded and new materials adopted. New curriculum materials for English and Math (Holt McDougal Online) were purchased in the 2016-2017 school year. Other online educational sources available to Merced High School students and teachers

Merced High School ACS WASC/CDE Self-Study Report

include Actively Learn, Discovery Education, Naviance, Odysseyware, iLit, and Virtual Job Shadow.

Facilities Several facility upgrades have been completed at Merced High School since the last WASC visit. Upgrades to the campus network infrastructure ensure that there is now sufficient bandwidth for all students to have efficient and uninterrupted access to the internet. Additional projects to update HVAC, plumbing, and roofing in various buildings on campus have been completed. Most importantly, a new state-of-the-art gymnasium was dedicated in November 2017. This new facility is large enough to accommodate all students at the same time for assemblies and other school-wide events.

The annual rating of MUHSD school facilities (buildings and grounds) is conducted by custodial staff using a detailed facility checklist. Results are based on a scale of 25 percent (poor), 50 percent (fair), 75% (good), 100 percent (exemplary).

Facility Inspection Results

2015-16 2016-17 50% 100%

Our custodial staff work very hard to make our campus clean and attractive. However, this is an old facility, and maintenance is an ongoing challenge. A number of specific concerns reported by the lead custodian are under review and solutions are being considered:

● Irrigation problems with soccer and JV baseball fields ● Concrete and asphalt have a lot of areas that are cracked or lifted ● Lighting, security at the back of the campus on storage unit areas ● Lockers require maintenance but are not being used ● Trees need to be trimmed, weak branches present a hazard

Survey Data

Extensive efforts have been made to gather data regarding school climate from parents, students, and staff. A survey conducted in Fall 2017 yields the following data: (See Appendix p. 118)

Parent Data Strengths: ● 97.9 feel their student is being prepared for college and career. ● 70.1% feel Merced High School hires and retains highly qualified staff ● 86.2% feel Merced High School respects all cultures and diversity. ● 91.6 Parents said they are invited to attend meetings where I can learn about what is going on at the school.

Merced High School ACS WASC/CDE Self-Study Report

● 93.9% said Merced High School is very good about staying in touch with them. ● 81.25% feel If they have a concern or comment about their child the teachers, principal or academic counselor gets back to me right away. ● 90.2% Are aware of the many different ways they can be involved with the school either at the school itself, at home or in the community ● 92.4 feel their student is challenged by the school academic curriculum. Weaknesses: ● If surveys were given at back to school night, these are possibly the parents that are involved and informed. This affects results. ● 34% of parents do not feel they are asked about their child’s strengths and talents. ● 32% of parents do not feel they are asked to help plan family involvement activities. ● 17- It appears that parents want more info regarding services and support.

Student Data Strengths: ● 70% of students are involved in sports, clubs, etc. ● 95% of students feel MHS provides opportunities for students to get involved in activities outside of the classroom. ● 88.3% feel they are treated with respect by adults! (Question 17) ● 91% Adults in my school work hard to make my experience positive at MHS ● NETS is addressing some cyberbullying ● #10 - pizza incentives for families for back to school night and for the LCAP meeting, also the use of parent square ● #21 - having 6 sections of AVID to support knowledge about colleges Weaknesses: ● Results for #3 may not be accurate. Freshmen were given survey, so they would not have an accurate relationship with teachers at this point to answer the question of whether their teacher would care for them after high school. ● Question #21, about 40% of students do not know how to access information about college or financial aid. ● Question #23, about 25% of students do not feel connected to MHS. (Again-- could this be freshmen influencing this number?) - a breakdown of data by grade level would help assess this better ● #10, 36.9% of students feel that MHS does not try to involve their family ● 28.5% feel teachers don’t make learning interesting ● 36.9 % feel MHS does not try to involve their family ● 39.8% don’t know how to find out information on college. ● 89.4% are not involved in the after school program.

Merced High School ACS WASC/CDE Self-Study Report

Staff Data Strengths: ● Nearly all staff data was positive. Weaknesses: ● 15%+ disagreement in recruiting and retaining highly qualified staff. ● Many felt like question #9 should have been 2 separate questions - 1) how are we are we recruiting? AND 2) how are we retaining? ● While we now have new teacher’s meetings every other week, the meetings so far have not been helpful

Summary of Findings

Through our data collection, inquiry, analysis, and discussions, we have come to the following conclusions: ● Recurring changes in administration have been a challenge for MHS, but the strong campus culture of doing what’s best for students has remained the focus despite turnover in personnel. ● We have made great progress in reaching out to both students and parents for input about what happens at Merced High School. LCAP meeting attendance, survey responses and participation in other parent-centered activities has improved significantly. ● Partnerships in the community continue to be a strength for us and provide rich opportunities for our students. These partnerships must continue to thrive and expand as CTE takes the forefront in coming years. ● Focusing on college and career readiness, perhaps especially for the large number of students at MHS who from underserved constituent groups must continue to be a priority. Expanded CTE opportunities are important for all students. ● New strategies for making it possible for English Language Learners to participate in A-G courses need to be explored and implemented. ● Strategies for better preparing students for CAASPP testing must be utilized and evaluated using longitudinal data. ● Concern for mental health issues among our students and continued support for counseling staff must remain a priority. ● Opportunities for staff development are a strength on our campus and district-wide.

Merced High School ACS WASC/CDE Self-Study Report

Chapter III: Self-Study Findings

For each category of criteria the following is included: 1. A summary of the degree to which these criteria are being met, including comments about the degree to which these criteria impact the school’s ability to address one or more of the critical student learning needs 2. A list of strengths 3. A list of prioritized growth areas. Note: The five criteria categories are: A. Organization: Vision and Purpose, Governance, Leadership, Staff, and Resources B. Standards-based Student Learning: Curriculum C. Standards-based Student Learning: Instruction D. Standards-based Student Learning: Assessment and Accountability E. School Culture and Support for Student Personal and Academic Growth Culture. Category A: Organization: Vision and Purpose, Governance,

Merced High School ACS WASC/CDE Self-Study Report

Leadership, Staff, and Resources A1. Vision and Purpose C riterion The school has a clearly stated vision and mission (purpose) based on its student needs, current educational research, current educational research, the district LCAP, and the belief that all students can achieve at high academic levels. Supported by the governing board and the district LCAP, the school’s purpose is defined further by schoolwide learner outcomes and the academic standards.

Online Programs: iNACOL Standard A: Mission Statement : The mission statement of a quality online program clearly conveys its purpose and goals. It serves as the basis for the program’s day-to-day operations, as well as a guide for its strategic plans for the future. Communications between and buy-in from stakeholders is a critical component of a mission statement. [iNACOL Standard A, 2009]

Indicators with Prompts Vision – Mission – Schoolwide Learner Outcomes – Profile A1.1. Indicator : The school has established a clear, coherent vision and mission (purpose) of what students should know and demonstrate; it is based upon high-quality standards and is congruent with research, practices, the student/community profile data, and a belief that all students can learn and be college and career ready. A1.1. Prompt : Evaluate the degree to which the development of the school’s statements has been impacted by pertinent student/community profile data, the district LCAP, identified future global competencies, current educational research and an overall belief that all students can learn and be college and career ready. Findings Supporting Evidence The mission of Merced High School is to empower all students with -MHS Bear STRONG the academic, vocational, and social skills necessary to succeed in a Posters dynamic society. -CTE Pathways

The Merced High School mission statement has not been redrafted -WASC Cohort and School since our 2008-2009 midterm WASC accreditation process and is Site Council Agendas still the motivation for all stakeholders to support students in -ROP, CTE, AP and AVID acquiring academic, vocational and social skills. In the spring of Classes 2017, staff, students, parents and community members, re-visited -Lesson Plans our mission statement. In providing students these opportunities, stakeholders decided to change “equipped” to “empower.” Stakeholders wanted our students to be more confident and take authority of their futures.

The vision of Merced High School is pursuing excellence in the home of scholars and champions. MHS has a deep history and -MHS Staff and Leadership traditions in our community, and this vision encapsulates our beliefs and ideals for all stakeholders.

MHS has taken advantage of expressing the spirit of being Bear -MHS Leadership, WASC STRONG and modifying our Schoolwide Learner Outcomes to Cohort and School Site compliment our school’s posture. Students and staff have worked Council Agendas and together in replacing the Expected Schoolwide Learning Results

Merced High School ACS WASC/CDE Self-Study Report

and with outcomes that represent being Bear STRONG. Surveys Development/Refinement of Vision, Mission, Schoolwide Learner Outcomes A1.2. Indicator : There are effective processes in place to ensure involvement of all stakeholders in the development and periodic refinement of the vision, mission, and schoolwide learner outcomes. A1.2. Prompt : Evaluate the effectiveness of the processes that engage representatives from the entire school, the district board, business, and the community in the development and periodic refinement of the vision, mission, and schoolwide learner outcomes. Findings Supporting Evidence Over the last two school years, staff, students, Site Council, and -MHS Leadership, WASC parents (through surveys) have met to discuss and modify the MHS Cohort and School Site mission, vision, and SLO’s. This process has ensured the Council Agendas and involvement of all stakeholders and is an ongoing process as we Surveys move into the future. -LCAP Meetings -Parent and Community Besides empowering our students, the MHS mission has not been Resource Center redrafted since the 2008-2009 WASC midterm accreditation. MHS -Parent Square stakeholders have adopted our mantra as our vision. Being Communications enrooted with deep tradition, stakeholders were passionate having -MHS Website pursuing excellence in the home of scholars and champions as our Announcements vision. -Bear Roar Daily Bulletin

-Emails to Students As we re-evaluated our SLO’s and the importance of ownership of them, MHS decided to refine our posture to represent our SLO’s. The creation of Bear STRONG in 2015 was done by staff, and we wanted to modernize and align it with our mission, vision, and LCAP goals. Students and then staff redefine the acronym and created new SLO’s to represent today’s and tomorrow’s students. Understanding of Vision, Mission, and Schoolwide Learner Outcomes, District LCAP A1.3. Indicator : Students, parents, and other members of the school and business community demonstrate understanding of and commitment to the vision, mission, the schoolwide learner outcomes, and the district LCAP. A1.3. Prompt : Evaluate the degree to which the school ensures that students, parents, and other members of the school’s community understand and are committed to the school’s vision, mission, and schoolwide learner outcomes. Findings Supporting Evidence Beginning in 2015, the Merced Union High School District has -District LCAP Meeting included parents, teachers, students and community stakeholders to Agendas and Minutes participate in the development and review of the Local Control -MUHSD and MHS Accountability Plan. Meetings were held throughout our district to Websites assure the successful creation and implementation of the plan, as -Aeries Access for Parents well as including the community’s thoughts and ideas toward and Students increasing student achievement and enhancing services for our -Google Classroom students. In the 2016-17 school year, meetings were moved to

Merced High School ACS WASC/CDE Self-Study Report

different school sites to share the district’s plan with sites presenting on their actions.

This school year, MHS has had the opportunity to hold two separate -Site LCAP Meeting LCAP parent nights specific to our site’s LCAP. With over hundred Agendas, Sign-in Sheets parents and community members showing up to both meetings, we and Presentations were able to review our site’s mission, vision, and goals. After our presentation and small group break-outs, we held a question and

answer session to assure all questions and concerns were addressed.

A2. Governance Criterion The governing board (a) has policies and bylaws that are aligned with the school’s purpose and support the achievement of the schoolwide learner outcomes and academic, college, and career standards based on data-driven instructional decisions for the school; (b) delegates implementation of these policies to the professional staff; and (c) monitors results regularly and approves the single schoolwide action plan and its relationship to the Local Control and Accountability Plan. Online Programs: iNACOL Standard B: Governance Statement : Governance is typically provided by a Board of Directors, an Advisory Board or an ISCHOOL Board. In a quality online program, governance and leadership work hand-in-hand, developing the operational policies for the program and its leadership and staff. [iNACOL Standard B, 2009]

Indicators with Prompts

Governing Board and District Administration A2.1. Indicator : The district policies and procedures are clear regarding the specific duties and roles of the governing board and district administration in their relationship to the school and staff. A2.1. Prompt : Determine the clarity of board policies and procedures regarding the roles of the board and district administration, including supporting the school’s vision, mission, schoolwide learner outcomes, monitoring student progress, engaging parent and community participation in site governance, implementing complaint procedures, and reviewing program effectiveness in alignment with the district LCAP requirements. Findings Supporting Evidence The Merced Union High School District is governed by board -MUHSD Board agendas, members that are elected by voters within boundaries of the calendar, and minutes MUHSD. The school board posts their agendas publicly and has an open session that allows for the public to attend and comment. Board policies and procedures are clear and

accessible through the MUHSD website.

The mission of our district is to provide a relevant education for all students, every student graduating having the ability to -MHS Mission and Vision articulate his or her next step in life and has attained skills in Statements and Schoolwide high school to reach his or her goals. Merced High School’s Learner Outcomes mission and vision statements support our district’s commitment in ensuring all students are both college and career ready.

Merced High School ACS WASC/CDE Self-Study Report

The MUHSD LCAP goals were created and revised collaboratively with all stakeholders to ensure the overall -MUHSD LCAP success of all aspects of the district and ensuring fiscal integrity. -MHS Working LCAP Merced High School’s LCAP and SPSA goals are aligned and -MHS SPSA support our district’s focus. All decisions that are made for our students and staff are aligned with our LCAP goals: all students are college and career ready, school climate, equitable access, and recruit and retain staff. A2.1. Additional Online Instruction Prompt : Evaluate the policies related to online instruction for effectiveness in clarifying the vision for the school’s use of various types of online curriculum, instruction and support methodologies; this includes, upgrading or updating technology, acceptable use policies, CIPA policies, and policies to ensure internet safety. Findings Supporting Evidence Merced Union High School District’s policies related to online -Staff and Student Responsible instruction align with our students being A-G compliant and Use Policy graduating from Merced High School. The curriculum is current, and all students and staff must read and sign a Responsible Use Policy each school year for online usage.

Our students are 1:1 with each student having their own -Chromebook and Library Chromebook. To ensure all CIPA policies are met, students are Orientation required to go through a Chromebook and cyber safety orientation. Through the graduation requirements, NETS 5 and -NETS 5 and 6 6, students are instructed how to use technology and express their ideas ethically. Understanding the Role of the Governing Board A2.2. Indicator : There is clear understanding about the role and responsibilities of the governing board and the professional staff. A2.2. Prompt : Determine the extent to which there is clear, sustainable understanding regarding the relationship between the governing board and the professional staff. Findings Supporting Evidence MUHSD board policies have developed roles and -MUHSD Board Policies responsibilities for all professional staff. Staff contracts are -DTA and CSEA Contracts binding efforts and negotiated with the governing board and DTA and CSEA. Policies and procedures set forth and voted

upon in the agreements are followed and carried out.

-Collaboration Schedule In addition to monthly board meetings, principals meet each week with the District Leadership Team and communicate -Administration, Department initiatives and concerns of their sites. Site administration meet Chair, ILT Meetings Agendas at Merced High School at least weekly, with monthly and Minutes Department Chairs and Instructional Leadership Team meetings, to ensure communication of district topics.

Merced High School ACS WASC/CDE Self-Study Report

Governing Board and Stakeholder Involvement

A2.3. Indicator : Parents, community members, staff and students are engaged in the governance of the school. A2.3. Prompt : Evaluate the ways the school community and parents are a) informed as to how they can participate in the school’s governance and b) engaged in the governance of the school through their participation on the School Site Council, ELAC, district LCAP committees and other advisory or shared decision-making groups that provide guidance or direction to the school. Findings Supporting Evidence The school community and parents are informed how they can -Parent Square participate in school governance through communication Communications utilizing Parent Square (texts, dialers, and emails), website -MHS Website and Social postings, social media posts, flyers home, mailings, Parent and Media Postings Community Resource room, and information from their -Parent and Student Flyers students. Through various Merced High School meetings, -Parent Community Resource parents and community members are included in site decision Room Materials making.

MHS and MUHSD LCAP Meetings Throughout the last few years, LCAP meetings have been held -District and Site LCAP at our district office, school sites and community facilities to Meeting Agendas, encourage parent and community participation in the creation Presentations, Sign-in Sheets, and revising our LCAP. Meeting dates, agendas and minutes and Minutes have been posted on the District’s and Site’s websites and -MUHSD and MHS Websites communicated through dialers and social media posting. and Social Media Postings -Parent Square Merced High School Site Council Meetings Communications The School Site Council is made up of parents, staff, and -MHS Site Council Meeting students who are voted in by their peers. School Site Council Agendas, Presentations, Sign-in meetings are always open to the public and dates, agendas and Sheets, Emails, Member Ballots minutes are posted on our website. Each year, our team revises and Minutes the Single Plan for Student Achievement and aligns Title I funding with our LCAP goals. -MHS Website -Parent Square Merced High School ELAC and District ELAC Communications MHS and the District ELAC meetings are held quarterly. Parents of English Language Learners are called by our parent -MUHSD DELAC and MHS and Community Liaisons in Spanish and Hmong. Flyers and ELAC Meeting Agendas, dialers are used to inform parents of these meetings. Theses Presentations, Sign-in Sheets, meetings are held to inform families about services, Emails, Member Ballots and opportunities and school information that will help ensure their Minutes child’s success in the program. As an advisory committee to -MHS Website our Site Council, the ELD coordinator reports to Site Council -Parent Square and Parent meetings. Community Resource Communications

Merced High School ACS WASC/CDE Self-Study Report

Merced High School Safety Committee -ELAC Flyers As safety is number one priority at MHS, we hold Safety Committee meetings twice per year. Our safety committee is -MHS Safety Meeting made up by staff, students, parents and our SRO. The safety Agendas, Sign-in Sheets, plan is reviewed and critical areas of need are discussed. Minutes, and Campus Safety Checklist, Board’s Evaluation/Monitoring Procedures A2.4. Indicator : There is clarity of the evaluation and monitoring directed by the governing board and carried out by the district administration. A2.4. Prompt : Determine the degree to which there are evaluation and monitoring procedures conducted by the district administration and reported to the governing board, including the annual LCAP assessment of district goals and the Eight State Priorities, the review of student performance toward career and college readiness, assessment of overall school programs and operations, and the fiscal health of the school. Findings Supporting Evidence Merced Union High School District and the governing board -District and Site LCAP invites all stakeholders to review and participate in our LCAP Meeting Agendas, continual development. On the district website, the LCAP Presentations, Sign-in Sheets, Dashboard provides a monitoring tool that displays data of the and Minutes district and MHS through the lens of the board and state LCAP -MUHSD and MHS Websites goals.

As a site, Merced High School has a working LCAP that changes based on our strengths, weaknesses, data and -MHS Working LCAP establishes goals for each year. This is approved by the district. In addition, our Site Plan that is revised by the site council is aligned with MHS LCAP goals and is approved by the governing board.

Communication is key throughout our district. The governing -District Leadership Team and board works with our district cabinet who meets weekly with MHS Administration Meetings our site principals. Here at MHS, the administration meets at Agendas and Minutes least weekly and is in constant communication with its staff. Complaint and Conflict Resolution Procedures A2.5. Indicator : The established governing board/school’s complaint and conflict resolution procedures as they apply to the school’s stakeholders are effective. A2.5. Prompt : Evaluate the effectiveness of the established governing board/school’s complaint and conflict resolution procedures, including the ways the complaint procedures are communicated to parents. Findings Supporting Evidence The governing board’s and school’s complaint and conflict -MUHSD Website resolution procedures are outlined on our district website and in -DTA and CSEA Contracts the DTA and CSEA contracts. The steps to file complaints are outlined on the forms.

Merced High School ACS WASC/CDE Self-Study Report

Each year, our Student and Parent handbook is reviewed with -MHS Parent and Student our students and accessible through the MHS website. The Handbooks Student Support office also has copies. Merced High School -MHS Website has implemented a restorative justice approach for student -Teacher and Student Mediation discipline for the last three school years. Staff is to communicate Form with the student about the issue that occured and work with various interventions to encourage the student to remain in the classroom. Staff is to communicate with parents if the issue(s) continue. If needed, administration will work with the student and also communicate with the parent.

A3. Leadership: Empowerment and Continuous Planning and Monitoring Criterion Based on student achievement data, the school leadership, parent/community, and staff make decisions and initiate activities that focus on all students achieving the schoolwide learner outcomes and academic, college, and career standards. The school leadership and staff annually monitor and refine the single schoolwide action plan and make recommendations to modify the LCAP based on analysis of data to ensure alignment with student needs. Online Programs: iNACOL Standard C: Leadership : The leadership of a quality online program is accountable to the program’s governance body, and is responsible for setting and meeting the operational and strategic goals in support of the program’s mission and vision statements. [iNACOL Standard C, 2009]

Online Programs: iNACOL Standard D: Planning : A quality online program makes planning, managed by the leadership and staff of the organization a regular part of the program. There are several types of planning activities, including strategic planning, long-range and operational planning, which identifies annual goals. Effective planning is not a one-time activity, but instead should provide opportunities for reflection on how to improve the organization’s performance. [iNACOL Standard D, 2009]

Online Programs: iNACOL Standard F: Commitment : In a quality online program governance, leadership and staff are responsible for creating an organization that demonstrates a commitment to attaining the program’s goals and mission statement. Everyone within the organization understands the mission statement and works to achieve it. [iNACOL Standard F, 2009]

Online Programs: iNACOL Standard I: Integrity and Accountability : In a quality online program, leadership is transparent in its management of the program, providing regular and timely information on progress towards attainment of goals, alignment with policies and standards, and achievement of student learning outcomes. [iNACOL Standard I, 2009]

Indicators with Prompts Broad-Based and Collaborative A3.1. Indicator: The school’s broad-based, collaborative planning process is a continuous improvement cycle that a) assesses data to determine student needs, b) collaboratively determines and implements strategies and actions and c) monitors results. A3.1. Prompt : Determine the effectiveness of the continuous school improvement planning process to

Merced High School ACS WASC/CDE Self-Study Report

ensure that it is broad-based, collaborative and fosters the commitment of the stakeholders. Findings Supporting Evidence Merced High School’s broad based, collaborative planning -MHS Bell Schedule process is a valued asset to our school’s academic culture. Our -MHS Collaboration Calendar bell schedule supports weekly collaborative planning time for -MHS Faculty, Department and faculty, department and subject collaboration. At these Cohort Meeting Agendas and meetings, data is reviewed and access to determine student Minutes needs. In addition to weekly collaboration, in the 2011 to 2016 -Counselor Meetings school years, a Response to Intervention period was built into the bell schedule. Every five weeks, grades and assessments -Student Study Team were reviewed for student placement. Currently, counselors -Progress Reports review grades and assessments to place students in a full period of academic support.

A variety of stakeholder meetings, such as LCAP, ELAC, SSC, and Safety, are held to garner input from parents, students, staff, -LCAP, ELAC, SSC, and and community members. The focus of these meetings are to Safety Meetings Agendas, improve student achievement based on school and student data Sign-in Sheets and Minutes from the following: California Assessment of Student -MHS Testing Data Performance and Progress (CAASPP), California English Language Development (CELDT), reclassification, attendance, college and career readiness, suspension and expulsion data.

Single School Plan for Student Achievement Correlated to Student Learning A3.2. Indicator : The school’s Single Plan for Student Achievement (SPSA) is directly correlated to and driven by the analysis of student achievement data. A3.2. Prompt : How do staff ensure that the analysis of student achievement of the critical learner and college- and career-readiness needs, schoolwide learner outcomes, and academic and career-readiness standards are incorporated into the SPSA and impact the development, implementation, and monitoring of the SPSA and the LCAP? Findings Supporting Evidence The Merced High School SPSA is updated annually and aligns -MUHSD LCAP with the district and site LCAP. The School Site Council -MHS Working LCAP focuses on data to improve student achievement and allocate -MHS SPSA funds accordingly to the rules and regulations set forth by Title -MHS Site Council Meeting I. Agendas and Minutes -Title I Funding Rules

Staff Actions/Accountability to Support Learning A3.3. Indicator : The school leadership and staff demonstrate shared decision-making, responsibility, and self-reflection on actions and accountability for implementing practices and programs that support student learning. A3.3. Prompt : Determine the effectiveness of the processes and procedures for involving staff in shared decision-making, responsibility, and self-reflection on actions and accountability to support student learning throughout all programs.

Merced High School ACS WASC/CDE Self-Study Report

Findings Supporting Evidence The Instructional Leadership Team (ILT) and department chairs -MHS ILT Meeting Agendas share in the decision making and implementation of practices and Minutes and programs that support student learning. The ILT meets -MHS Staff Surveys monthly to review instruction and data and how to best support our teachers as we focus on site and district initiatives. The

team is composed of leaders from each department, instructional coach, teacher librarian and administration.

The department chairs meet monthly with administration to -Department Chair and communicate district and site policies and curricular choices. Department Meetings Agendas Department chairs then meet with their department teachers to and Minutes further communicate actions and accountability. This ensures that all departments are moving forward in the same direction and therefore, our students are being supported in the same across all content areas.

Faculty meets monthly to collaborate on school-wide decisions. -Faculty and WASC Cohort Teacher cohorts meet monthly to discuss WASC and Depth of Meetings Agendas and Minutes Knowledge (DOK) implementation. In addition, departments -Program Development for and subject areas have had program development days to Planning and DOK Instruction collaborate on district and site initiatives in their areas.

Internal Communication and Planning A3.4. Indicator : The school has effective existing structures for internal communication, planning, and resolving differences.

A3.4. Prompt : Evaluate the effectiveness of the existing structures for internal communication, planning, and resolving differences among the staff or administration.

Findings Supporting Evidence Communication and collaboration are important aspects to the -MHS ILT Meeting Agendas culture of Merced High School. ILT or department chairs may and Minutes bring concerns and suggestions to their monthly meetings for -Department Chair and open discussion with other staff and administration. The Department and Faculty Faculty Senate, composed of one representative from each Meetings Agendas and Minutes department, discuss challenges faced by the staff and brings -Faculty Senate Minutes forth to the principal. Administration recognizes and addresses those issues.

The principal meets at least weekly with the site union representatives to ensure that teacher concerns are addressed and resolved.

Merced High School ACS WASC/CDE Self-Study Report

A4. Staff: Qualified and Professional Development Criterion A qualified staff facilitates achievement of the student academic standards and the schoolwide learner outcomes through a system of preparation, induction, and ongoing professional development. There is a systematic approach to continuous improvement through professional development based on student performance data, student needs, and research. Online Programs: iNACOL Standard E: Organizational Staffing : A quality online program recognizes appropriate levels of staffing are critical to the success of an online program. Staff should be well-trained in order to successfully meet their performance goals, and are provided with appropriate levels of support, resources, feedback and management. [iNACOL Standard E, 2009] Indicators with Prompts

Qualifications and Preparation of Staff A4.1. Indicator : The school has procedures to ensure that staff members are qualified based on staff background, training, and preparation. A4.2. Prompt : Evaluate the procedures to ensure all staff members in all programs, including online instruction, are qualified for their responsibilities based on employment policies and practices, staff background, training, and preparation. Findings Supporting Evidence The MUHSD board has adopted specific policies and -MUHSD Human Resource expectations regarding the need for staff to be highly qualified. Policy Merced High School has 73 fully credentialed teachers, 2 -CTE Credentialing Guidelines teacher interns, 1 teacher with a PIP and 4 teachers with STSPs. -MHS Master Schedule All MHS teachers receive professional and program -MHS Professional Learning development through both site and district level trainings which Plan include follow up coaching support to ensure proper implementation of new or refined strategies. Site trainings are -Depth of Knowledge developed in association with the MHS instructional foci for the Presentations and Sign-in school year which are directly aligned to both the adoption of Sheets the Common Core Standards and the district’s communicated -ILT Meeting Agendas and instructional focuses. Current instructional focuses include use Minutes of instructional norms, Depth of Knowledge, Student -Department Program Engagement, innovation, problem solving and student centered. Development Presentations and Sign-in Sheets -MUHSD InnovatED Courses -MUHSD Summer Institute Staff Assignment and Preparation A4.2. Indicator : The school has a process to assign staff members and provide appropriate orientation for all assignments, including online instruction and focused programs, to maximize the expertise of the staff members in relation to impact on quality student learning. A4.2. Prompt : Evaluate the process to assign staff members and provide an appropriate orientation process, including online instruction and focused programs, to maximize the expertise of all staff members in relation to impact on quality student learning. Findings Supporting Evidence

Merced High School ACS WASC/CDE Self-Study Report

MHS staff receive regular professional and program -MHS Professional Learning development at both site based and district level, in addition to Plan specific professional development pursued on an individual -MHS Depth of Knowledge basis. Professional development is designed and selected based Presentations and Sign-in on district and school based strategic plans, instructional focus Sheets areas, and the MHS vision and mission statements. -MHS ILT Meeting Agendas and Minutes All new teachers receive direct instructional support, and new -MHS Department Program credentialed teachers receive Induction support through the Development Presentations and district’s Induction program. District sponsored professional Sign-in Sheets development opportunities available to all teachers include the -MUHSD InnovatED Courses provision of credentialed instructional coaches who collaborate -MUHSD Summer Institute with teachers and provide feedback and support in a non-evaluative format, continual off-site training in researched -MUHSD Induction Support based instructional norms (objective writing, higher order Meetings and Presentations thinking questioning strategies, student engagement, vocabulary development, and daily literacy enhancing activities); lesson planning training and support; use of technology to support instruction and student learning; and funded opportunities for alternate campus visitations to observe and collaborate with MUHSD master teachers.

In addition, prior to school starting, staff goes through mandated child reporting, pesticide, and suicide prevention trainings. The -Mandated Reporting, Pesticide, last two years, we had an opportunity to work with Knowledge Safety, and Suicide Prevention Saves Lives and our SRO’s for on campus threats. Throughout Presentations and Sign-in the school year, staff and students review safety drills to ensure Sheets all people are prepared in case of an emergency. -MHS Safety Drill Debriefs

Defining and Understanding Practices/Relationships A4.3. Indicator : The school implements a clear system to communicate administrator and faculty written policies, charts, and handbooks that define responsibilities, operational practices, decision-making processes, and relationships of leadership and staff. A4.3. Prompt : Evaluate the system used to communicate administrator and faculty written policies, charts, pacing guides and handbooks that define responsibilities, operational practices, decision-making processes, and relationships of leadership and staff. Determine the degree of clarity and understanding of these by administration and faculty. Findings Supporting Evidence The systems used to communicate policies and procedures to all -MHS Bear Necessities staff include email, staff meetings, union contracts, program -MUHSD Email development, weekly newsletter and an open door policy with -MHS Collaboration Calendar all administration. These systems are adequate and effective -MHS Professional Learning ways of communication to ensure that faculty understands Plan

Merced High School ACS WASC/CDE Self-Study Report

established policies. -DTA and CSEA Contracts

Support of Professional Development/Learning and Measurable Effect on Student Learning A4.4. Indicator : The school effectively supports professional development/learning with time, personnel, material, and fiscal resources to facilitate all students achieving the academic, college- and career-readiness standards, and the schoolwide learner outcomes. A4.4. Prompt : Determine the effectiveness of the professional development support, time and resources to meet the needs. To what measurable effect have the professional development/ learning activities, including coaching and mentoring, had on student learning. Findings Supporting Evidence Ongoing professional development at MHS consists of both -MHS Professional Learning support through the instructional coaching model and through Plan an established site professional learning calendar. The site -MHS Instructional Support professional learning calendar was collaboratively initiated Team Collaborations based on: the MHS instructional foci for the school year (Depth -Walk-through Data of Knowledge, Project Based Learning, Technology -MUHSD Induction Support Integration, and Instructional Norms), the essential skills that MHS students will require in order to achieve mastery of the Common Core State Standards, and be college and career ready. The professional learning calendar allows for program development throughout the first and second semester of the school year.

MHS staff receive continual coaching and feedback through the -MHS Pineapple Chart for Peer use of instructional coaching, the instructional support team, Observation and peer to peer or administrative walk-throughs. Instructional -MHS Tune in Tuesdays coaching support is available daily, any period of the day, as Merced High School from the Instructional Support Team. The -MHS Tech Tip Emails instructional coaching process allows for non-evaluative support to teachers by request or as assigned if necessary.

At the district level, professional development is mainly online through a program called, InnovatED. Teachers are -MUHSD InnovatED compensated for Tier II courses that require a minimum of ten -MUHSD Summer Institute hours professional development. In addition, our district staff and teachers teach and/or participate in our Summer Institute, courses that are created by the teachers and district instructional support staff. A4.4. Additional Online Instruction Prompt : Evaluate the processes and procedures for involving online staff members in professional development activities that enhance the use of technology in the delivery of instruction and support student learning. Findings Supporting Evidence Our district utilizes the Canvas platform for our online -MUHSD InnovatED

Merced High School ACS WASC/CDE Self-Study Report

professional development. Courses that are offered throughout -MUHSD Summer Institute the year are categorized under MUHSD Institutionalized Professional Practices, MUHSD Specialized Professional Practices, Pedagogical and Technical Practices for Improved

Teaching and Learning, Curriculum Courses, MUHSD ADAMS Trainings, Administration Courses, and courses for classified staff as well. Staff may be paid if they complete a Tier II course.

In addition, program and professional development to enhance -MHS Professional Learning the use of technology in the delivery of instruction has been a Plan major focus at MHS with the adoption of 1:1. Each year staff -MHS Staff Surveys has been survey on needed support in instruction. The -MHS ILT Meetings professional learning calendar is based on their need and the site’s direction. Supervision and Evaluation A4.5. Indicator : The school implements effective supervision and evaluation procedures in order to promote professional growth of staff. A4.5. Prompt : How effective are the school’s supervision and evaluation procedures? Findings Supporting Evidence The evaluation process is a contractual agreement between -MUHSD Educational DTA and the district and CSEA and the district. In the Objectives Record form evaluation process, an administrator meets with a certificated -MUHSD Walk-through Data staff member at the beginning of the year to review his or her form educational objectives. Prior to the evaluation (one for a -MUHSD Formal Classroom tenured teacher or three evaluations for probationary teachers), Observation Report (CSTP the administrator and teacher will sit down and discuss the Aligned Evaluation Report) lesson and select a standard to evaluate. The administrator will -MUHSD Teacher Summative then observe a class period and evaluate the teacher on only Evaluation form those standards selected. There is a post evaluation where they review the observation and discuss further support. Educational -DTA and CSEA contracts Objectives are reviewed three times of year with the administrator and teacher and again, support is noted. Lastly, in the teacher’s evaluation year, a summative evaluation is done on the teacher’s evaluation(s) done through that year. -MHS Instructional Support Administrators and the instructional coach also will have Team collaborations walk-throughs in all classrooms. Discussions occur what extra -MHS ILT Meetings support is need with the Instructional Support Team and the Instructional Leadership Team. A4.5. Additional Online Instruction Prompt : How effective is the school’s supervision and evaluation procedures in order to promote professional growth of online instructional staff, including their technological competencies and use of technology within the curriculum, and their fulfilling requirements for quality

Merced High School ACS WASC/CDE Self-Study Report

student-teacher interaction? Findings Supporting Evidence The online credit remediation process has very little oversight or -MHS Professional Learning evaluation. Plan As discussed above, online professional development occurs on -MUHSD InnovatED a voluntary basis.

A5. Resources Criterion The human, material, physical, and financial resources are sufficient and utilized effectively and appropriately in accordance with the legal intent of the program(s) and LCAP to support students in accomplishing the academic standards, the college- and career-readiness standards, and the schoolwide learner outcomes.

Online Programs: iNACOL Standard G: Financial and Material Resources : A quality online program has adequate financial and material resources to accomplish the mission of the organization. These resources are appropriately planned for and expended using sound business practices. [iNACOL Standard G 2009]

Indicators with Prompts

Allocation Decisions and Their Impact A5.1. Indicator : There is a relationship between the decisions about resource allocations, the school’s vision, mission, the schoolwide learner outcomes, the critical learner needs, the district’s LCAP and the Single Plan for Student Achievement (SPSA), the academic standards, and the college- and career-readiness standards. The school leadership and staff are involved in the resource allocation decisions. A5.1. Prompt : Evaluate the extent to which the resources are allocated to meet the school’s vision, mission, the schoolwide learner outcomes, the critical learner needs, the student needs identified in the district LCAP and the SPSA, the academic standards, and the college- and career-readiness standards. Determine the extent to which leadership and staff are involved in the resource allocation decisions. What impact has the process for the allocation of resources made on student learning? Findings Supporting Evidence The MUHSD LCAP goals were created and revised -MUHSD LCAP, Mission and collaboratively with all stakeholders to ensure the overall Vision success of all aspects of the district and ensuring fiscal integrity. -MHS LCAP, Mission, Vision, Merced High School’s LCAP and SPSA goals are aligned and SLO’s support our vision, mission, the academic standards, and the -MHS Data critical learner needs, and SLO’s. All resource decisions are -LCAP, SPSA, Safety and made for our students and staff that are aligned with our LCAP Attendance, Principal and goals: all students are college and career ready, school climate, Department Budgets and equitable access, and recruit and retain staff. Minutes

A variety of stakeholder meetings, such as LCAP, ELAC, SSC, and Safety, are held to garner input from parents, students, staff, and community members. The focus of these meetings is how to allocate our resources to improve student achievement based on school and student data from the following: California Assessment of Student Performance and Progress (CAASPP), California English Language Development (CELDT),

Merced High School ACS WASC/CDE Self-Study Report

reclassification, attendance, college and career readiness, suspension and expulsion data.

Practices A5.2. Indicator : There are processes operating in relationship to district practices for developing an annual budget, conducting an annual audit, and at all times conducting quality business and accounting practices. A5.2. Prompt : Evaluate the effectiveness of the school’s processes in relationship to district practices for developing an annual budget, conducting an annual audit, and at all times conducting quality business and accounting practices, including protections against mishandling of institutional funds. ( Note : Some of this may be more district-based than school-based.) Findings Supporting Evidence MUHSD has practices in place for : -MUHSD District Business ● Accounting Services Policies and ● Annual audits Procedures ● Developing an annual budget -MUHSD and MHS Budgets ● Business practices -QSS Requisition System Records -Federal Program Monitoring Review, Digital Data for Title I Funds Facilities A5.3. Indicator : The school’s facilities are adequate to meet the students’ learning needs, support the educational program (i.e., accomplish the vision, mission, and the schoolwide learner outcomes) and are safe, functional, and well-maintained. A5.3. Prompt : Determine the extent to which the facilities enable the school to maintain a learning environment to meet the educational health and safety needs of students. Findings Supporting Evidence Our school provides clean and functional classrooms, shops, -Facilities Inspection Report labs, and PE/athletic facilities. The most recent facilities report stated that the campus is in good shape. We have just opened our new gymnasium, which now holds all students at one time,

with weight rooms and offices.

Our site is older and has continual maintenance and grounds issues, such as, old trees with branches falling, cracks -MHS Work Order Process throughout the sidewalks, electrical issues, etc. We do have a -SchoolDude work order process for staff to report any issues on site, classrooms, or offices. However, we have an amazing custodial and district staff to assistance in immediate and ongoing assistance.

In addition, many of our classrooms do not have student -MHS Mini-WASC Report

Merced High School ACS WASC/CDE Self-Study Report

collaborative desks/seating. We have had an opportunity to modernize a few classrooms, but hope to continue modernizing classrooms.

Lastly, our Parent and Community Resource Center has gone -MHS Mini-WASC Report through several movements and has finalized on a successful

location that is more beneficial to our parents and community. New furniture has been ordered to make it more accessible to our stakeholders. We also have a new lactation room for staff and students. It is a comfortable room that is separately keyed for only those staff or students who are in need. Instructional Materials and Equipment A5.4. Indicator : The policies and procedures for acquiring and maintaining adequate instructional materials and equipment, such as textbooks, other printed materials, audio-visual, support technology, manipulatives, and laboratory materials are effective.

A5.4. Prompt : Evaluate the effectiveness of the policies and procedures for acquiring and maintaining adequate instructional materials and equipment, such as technology tools and software, the support systems for technology, software, textbooks, other printed materials, library media resources, manipulatives, and laboratory materials for instruction including online.

Findings Supporting Evidence Acquiring and maintaining instructional materials and -Williams Act Reports equipment are accomplished through district mandated policies -MUHSD Policies and site specific needs. There are sufficient textbooks for every student in every class, and we are compliant with the Williams

Act. As new classes are approved, textbooks/online curriculum are purchased by the district.

By reviewing data and district and site foci, supplemental -MHS Supplemental Instruction instructional materials and equipment decisions are reviewed by Materials Process administration and our School Site Council. Based on our -MHS SPSA and Site LCAP/SPSA goals and schoolwide learner outcomes, materials Purchases and Minutes and equipment are purchased. Programs supported by -MHS SPSA Funds Proposal purchases through Title I report back to the Site Council throughout the year on the usage and benefits. Well-Qualified Staff A5.5. Indicator : Resources are available to enable the hiring, nurturing, and ongoing professional development of a well-qualified staff for all programs such as online instruction and college and career.

A5.5. Prompt : Determine if the resources are available to hire, nurture, and provide ongoing professional development for a well-qualified staff. Include specifics if online, IB, and/or college and career preparation programs are in place.

Findings Supporting Evidence Being a Title I school, we are provided a budget to nurture and -MHS Professional Learning

Merced High School ACS WASC/CDE Self-Study Report

provide ongoing professional and program development to our Plan staff. Professional and program development is based on our -MHS SPSA data and district and site foci. Staff is surveyed to inquire on -MHS Program Development their need of support and encouraged to attend off-site -Conference Attendances professional development. In addition, district offers continual professional development through online, InnovatED, the -MHS Staff Surveys Summer Institute, and Induction for newly credentialed -MHS Master Schedule teachers. -MUHSD InnovatED Courses -MUHSD Summer Institute The hiring process is established by our district Human Program Development Courses Resource department and reinforced by the site’s administration -MUHSD Induction Program team. -MUHSD Human Resource Policies Long-Range Planning A5.6. Indicator : The district and school’s processes for regularly and effectively aligning the Local Control Accountability Plan (LCAP) with site resource decisions ensures the continual availability and coordination of appropriate funds to support students’ achievement of the critical learner needs, the academic standards, college- and career-readiness standards, and the schoolwide learner outcomes.

A5.6. Prompt : Evaluate the effectiveness of these processes.

Findings Supporting Evidence The MUHSD and MHS LCAP’s encompass the State’s eight -MUHSD and MHS LCAP, priorities that assist in monitoring the progress towards the Presentations and Minutes critical learner needs, academic standards, college and career standards, and schoolwide learning outcomes. Throughout the last few years, the community, parents, students, and staff were invited to assist in the creation and review of the LCAP goals. The site’s and district’s finances are governed by these actions, and therefore the appropriate resources are allocated for student achievement.

ACS WASC Category A. Organization: Vision and Purpose, Governance, Leadership, Staff, and Resources: Summary, Strengths, and Growth Needs

All the findings and supporting evidence has been reviewed and below is the summary of the degree to which the criteria in Category A are being met.

Included are comments about the degree to which these criteria impact the school’s ability to address one or more of the identified critical learner needs (Chapter IV).

Summary (including comments about the critical learner needs)

Merced High School ACS WASC/CDE Self-Study Report

Merced High School faculty and staff pride ourselves on having strong leadership bodies on campus that work to support the teaching and learning of all students. Stakeholder involvement is another important component of MHS. We diligently leverage our fiscal and personnel resources to meet the needs of our students and families. We work collaboratively with members of the district office to ensure that our students have access to the programs that need to be successful in high school and college and/or career ready.

Structures for communication between the governing board, sites and staff are in place. The MUHSD makes annual adjustments to the LCAP based on stakeholder input, and MHS holds LCAP meetings to include our immediate stakeholders in the evolvement of our goals and fiscal decisions.

Over the last couple of years, students, parents, and staff have reviewed and adjusted the MHS vision, mission and schoolwide learning outcomes to represent that our bears are college and career ready and Bear STRONG. To continue on teaching to the standards, integrating technology, and supporting students overall being, staff is regularly offered trainings and professional development through MHS and MUHSD.

School facilities are clean, effective and help create an environment and culture that is conducive to teaching and learning. However, we do have an older campus, and modernization and upkeep is continual.

The prioritized the strengths and areas for growth for Category A. Category A: Organization: Vision and Purpose, Governance, Leadership, Staff, and Resources: Areas of Strength 1. Reviewing and updating school wide learning outcomes 2. Students develop a 6 year Career Action Plan for college and/or career. 3. MHS has a LCAP & Single Plan for Student Achievement (SPSA) aligned to maximize student learning outcomes. This plan includes parent, student & school community input. 4. MHS is a 1:1 school with every student given a Chromebook. 5. MHS builds on inclusion & communication through Department Chair Meeting, implementation of Instructional Leadership Team (ILT), & monthly faculty meetings. 6. MHS has implemented a Restorative Justice approach for discipline to maximize student access to education through communicative intervention. 7. Custodians and maintenance support upkeep of MHS. 8. Being a Title I school, we are provided a budget to nurture and provide ongoing professional and program development. 9. InnovatED, the Summer Institute, and Induction for newly credentialed teachers allows 25 hours of paid professional development. 10. Evaluation process is part of the MUHSD and MUHSDTA contract and is closely observed by both groups. 11. MHS instructional foci for the school year (Depth of Knowledge, Project Based Learning,

Merced High School ACS WASC/CDE Self-Study Report

Technology Integration, and Instructional Norms), the essential skills that MHS students will require in order to achieve mastery of the Common Core State Standards, Next Generation Science Standards and be college and career ready. 12. MHS staff receive continual coaching and feedback through the use of instructional coaching, the instructional support team, and peer to peer or administrative walkthroughs. 13. Our school provides clean and functional classrooms, shops, labs, and PE/athletic facilities. 14. MHS supports school culture with inclusiveness, communication, and school pride.

Category A: Organization: Vision and Purpose, Governance, Leadership and Staff, and Resources: Areas of Growth 1. Provide more collaboration among stakeholders to support student learning goals. 2. Being an older campus, modernization and upkeep is continual. 3. Students need to be provided access to restrooms made available through the Williams Act. 4. Students & teachers to be provided access to consumables & equipment without having to go through a request process. 5. Continue to develop incorporating technology in the classroom for student success. 6. Develop more collaboration with parents to support students at home. 7. Develop and offer more school-wide events for student, parent and community participation

Merced High School ACS WASC/CDE Self-Study Report

Category B: Standards-based Student Learning: Curriculum B1. Rigorous and Relevant Standards-Based Curriculum Criterion

All students participate in a rigorous, relevant, and coherent standards-based curriculum that supports the achievement of the academic standards, the college- and career-readiness standards, and the schoolwide learner outcomes. Through standards-based learning (what is taught and how it is taught), these are accomplished.

Online Programs: iNACOL Standard J: Curriculum and Course Design : A quality online program will have a well thought-out approach to its curriculum and course design whether it develops its own courses and/or licenses curriculum from other educational providers. [iNACOL Standard J, 2009]

Indicators with Prompts Current Educational Research and Thinking: B1.1. Indicator : The school uses current educational research related to maintain a viable, meaningful instructional program that prepares students for college, career, and life. B1.1. Prompt : Evaluate how effective the school uses current educational research related to the curricular areas to maintain a viable, meaningful instructional program for students. Findings Supporting Evidence Our staff participates in a wide range of training to learn and Instructional Coach/Librarian incorporate current best practices for enhancing our curriculum Provided Trainings through the implementation of monthly professional Google Apps development offerings, Tune In Tuesdays, Tech Tips, WICOR Professional Development half that encourages strategies for the four domains of language, days collaboration time, summer institute, and off-site training. Staff meeting share outs from Merced High School has a wide array of programs that provide site experts teachers with the tools needed to create rich curriculum for our students. Pineapple board for classroom visitation among teachers

Blended Learning A major focus of our school district, as well as our site, is to create CTE Pathways for students. The adopted district policy 4 Domains of Language states that all students will need to complete 20 units of CTE Inquiry Based Learning coursework in order to graduate. Depth of Knowledge InnovatEd Staff and students are provided with multiple resources for Tech Tips from Librarian meeting a meaningful instructional program. NGSS Staff Development CTE curriculum development and implementation Textbooks eTextbooks Instructional Resource Guides

Merced High School ACS WASC/CDE Self-Study Report

Academic and College- and Career-Readiness Standards for Each Area: B1.2. Indicator : The school has defined academic standards and college- and career-readiness standards for each subject area, course, and/or program. B1.2. Prompt : Determine the extent to which there are defined academic standards and college- and career-readiness standards for each subject area, course, and/or program that meet state or national/international standards and, where applicable, expectations within courses that meet the UC “a-g” requirements. (This includes examination of the annual submission of course syllabus approval to UC for all AP courses. Verify that the facility requirements for "wet labs" are met for all lab science courses.) Findings Supporting Evidence Career Technical Education (CTE) is a program of study that Agricultural Business, involves a multi-year sequence of courses that integrates core Agricultural Mechanics: Small academic knowledge with technical and occupational Engines, Agricultural knowledge to provide students with a pathway to Mechanics: Welding, post-secondary education and careers. At Merced High School, Agriscience, Animal Science, we currently provide twenty-one pathways for our students to Architectural Design, Building complete that are all aligned with the district and the standards & Construction Trades: provided for CTE from the California Department of Education. Construction Wood, Business Management, Child Every freshman student takes Freshman Seminar which Development, Financial provides students an opportunity to explore various careers. Services, Foodservice & This course promotes career opportunities and further education Hospitality, Graphic Design, in specific industry sectors. Information Support & Services, Marketing,

Ornamental Horticulture, Last year, Merced High School offered a Career Day in which Patient Care, Performing Arts, students attend a full schedule of meetings with community Product Innovation & Design, members that represent a multitude of career choices. System Diagnostics, Service & Repair: Automotive, System Students have the opportunity to enroll in Regional Diagnostics, Service, & Occupational Programs. Within ROP courses, students are able Repairs: Diesel, and Visual to participate in a Career Industry Day which is hosted by the Commercial Art Merced County Office of Education. Freshman Seminar California Career Zone The Career Center on campus provides seminars and MHS Career Day information for students who are investigating career pathways. ROP Courses The Career Center also incorporates all communication and MCOE Career Industry Day information for ASVAB testing as well as recruitment for the military. Career Center ROP and Seniors Exit interviews and portfolios Merced College AccuPlacer Students are able to meet with the local community college MCC field trips counselors who are MUHSD staff that are also employed with Counseling Services Merced Community College (MCC) as well as an MCC liaison.

Merced High School ACS WASC/CDE Self-Study Report

Through this service, students can take placement tests, register for classes, and take college courses on the Merced High School campus. Students with special needs are also given opportunities to take placement tests, enroll, and take tours of the Merced College campus. Congruence - B1.3. Indicator : There is congruence between the actual concepts and skills taught, the academic standards, the college- and career-readiness standards, and the schoolwide learner outcomes. B1.3. Prompt : Evaluate the extent to which there is congruence or consistency between the actual concepts and skills taught, the academic standards, the college- and career-readiness standards, and the schoolwide learner outcomes. Findings Supporting Evidence Core and Elective courses have aligned their curriculum to the Professional development CCSS, CTE, and NGSS. English and Math classes use the for CCSS,CTE, and NGSS HMH curriculum and performance tasks have been CCSS and NGSS aligned implemented or are in development in order to blend skills performance tasks taught with academic, college- and career-readiness standards to support school-wide learning outcomes.

Career Technical Education courses are aligned with the state CDE/CTE Programming required standards.

In English classes, students will experience a congruence in concepts and skills taught, academic standards, college- and California Career Zone career-readiness, and the schoolwide learner outcomes. Skills Weebly sites and academic standards are embedded into our 6 year plan. Digital Portfolios Freshmen do a personality study of themselves along with a ERWC curriculum career interest survey, and build a website through Weebly; CCSS sophomores do a college research assignment that is added to their Weebly site; juniors do a career research assignment that is Academic standards added to their Weebly site, and they do financial literacy; seniors do a portfolio with cover letter and resume, and do a mock job interview through a community member where they present their digital portfolio. ERWC curriculum has a ‘What’s Next?’ unit that gets kids thinking about life after high school. Integration Among Disciplines: B1.4. Indicator : There is integration and alignment among academic and career technical disciplines at the school and where applicable, integration of outsourced curriculum into the program so that curricular integrity, reliability, and security are maintained. B1.4. Prompt : Evaluate to what extent is there integration among disciplines and where applicable, integration of outsourced curriculum into the program so that curricular integrity, reliability, and security are maintained. Findings Supporting Evidence CTE courses have entered their curriculum data into EPIC’s EPIC’s Course Create Program

Merced High School ACS WASC/CDE Self-Study Report

Course Create program (now Inflexion) in order to analyze lessons and align them with Standards.

Several courses offer Adobe (Industry standard) Certification Adobe Certification testing. Negotiations with EdFuel are Efforts to use outsourced curriculum (EdFuel) are currently currently ongoing at the District being discussed. level. Articulation and Follow-up Studies: B1.5. Indicator : The school articulates regularly with feeder schools, local colleges and universities, and technical schools. The school uses follow-up studies of graduates and others to learn about the effectiveness of the curricular program. B1.5. Prompt : Determine the extent to which the school articulates curricular programs and expectations with its feeder schools, local colleges and universities, and technical schools. Explain how the school uses follow-up studies of graduates and others to learn about the effectiveness of the curricular program. Findings Supporting Evidence Some Core and Elective courses meet (UC Requirements) A-G. AVID recruitment AP courses offered which are linked to CSU’s. 2 + 2 CVOC Summer School Articulated courses with Merced College.

Specifically, CTE courses such as Photography, Welding, Automotive Repair, and Computer Graphics Articulate with Articulation Results Merced College. Elements of the Articulation requirements are present within the curriculum for each course.

There is not a strong line of connection between the feeder middle schools and Merced High School because they are in Integrated Math 2 enrollment different school districts. However, some eighth graders take courses offered at Merced High School.

Students are able to meet with the local community college

counselors who are MUHSD staff that are also employed with Merced Community College (MCC) as well as an MCC liaison. B2. Access to Curriculum Criterion All students have equal access to the school’s entire program and are provided assistance with a personal learning plan to meet the requirements of graduation and are prepared for the pursuit of their academic, personal, and career goals.

Online Programs: iNACOL Standard H: Equity and Access : A quality online program’s policies and practice support students’ ability to access the program. Accommodations are available to meet a variety of student needs. [iNACOL Standard H, 2009]

Indicators with Prompts

Variety of Programs — Full Range of Choices: B2.1. Indicator : All students are able to make appropriate choices and pursue a full range of realistic college

Merced High School ACS WASC/CDE Self-Study Report

and career and/or other educational options. The school provides for career exploration, preparation for postsecondary education, and pre-technical training for all students. B2.1. Prompt : Evaluate the effectiveness of the processes to allow all students to make appropriate choices and pursue a full range of realistic college and career and/or other educational options. Discuss how the school ensures effective opportunities for career exploration, preparation for postsecondary education, and pre-technical training for all students. Findings Supporting Evidence We host a career day where every student on campus gets to see Career Day presentations by community members with a full range of career experience.

The district has prioritized CTE pathways, so our students have CTE Pathways the opportunity to focus on a career path and work their way

through appropriate courses to develop a holistic understanding of that particular career path.

High academic rigor is maintained through a wide offering of AP Courses AP courses developed to expose high school students to college level courses.

To support students who will be the first in their family going to AVID college, we offer the AVID program which develops skills and resources that will be beneficial to our students’ future success as college students.

Our career center is staffed by a Career Technician supported Career Center through Merced County Office of Education and provides access to college counselors, college testing, and college visits. College Field Trips

We have local colleges offer support and programing to our Gateway Scholars students. Through these groups students have access to visiting UC Scholars and applying to colleges, checking requirements like A-G Merced College Counseling completion, and reviewing applications. Technicians CalSOAP tutors Students from the local UC Merced campus come to Merced High School classrooms and tutor students in subjects like English, mathematics, and science.

An incredible resource to our students and staff is the Bear MSFCU Bear Branch Branch which is a branch of the local school employees credit union. Our students learn all that is necessary to work for a

credit union and many go on to be full time employees of the credit union after graduation.

Merced High School ACS WASC/CDE Self-Study Report

Students are learning real world applications in agriculture, get to visit college campuses and compete in judging and other FFA team events, develop leadership skills

Merced High School offers ELD services for students that range from newcomer to Long Term English Learner. There ELD are 2 teachers, a Spanish speaking liaison and paraprofessional who help with student achievement and success via tutoring, ELD parent nights, scheduling, etc.

Accessibility of All Students to Curriculum: B2.2. Indicator : A rigorous, relevant, and coherent curriculum that includes real world applications is accessible to all students through all courses/programs offered. B2.2. Prompt : Evaluate students’ access to a rigorous, relevant, and coherent curriculum across all programs that includes real world applications. To what extent do the instructional practices of teachers and other activities facilitate access and success for all students? Findings Supporting Evidence Spanning from core classes through career technical education CTE curriculum development classes, students access curriculum based on state standards and Implementation including appropriate textbooks and etextbooks. NGSS curriculum development and implementation We incorporate reading, writing, listening, and speaking Common Core State Standards activities into the curriculum. We also incorporate real life Four Domains of Language situations. For example, when discussing denotation, Professional Development connotation, and figurative language, students analyze iLit curriculum for all ELD advertisements and then create their own advertisements. levels

The Senior English project encompasses curriculum that spans Senior English Project across programs and gives students opportunities to create a resume, cover letter, collect two letters of recommendation, and to participate in interviews with various leaders from the community.

In vocational programs we match what students are working on Vocational Education with what is being done in the industry. We also make this known to the students, which creates buy-in for the students. They appreciate the fact that the skills they are being taught can be transferred to an actual career after high school. Project based learning makes curriculum relevant to students. In

Merced High School ACS WASC/CDE Self-Study Report

vocational programs we match what students are working on with what is being done in the industry. We also make this known to the students, which creates buy-in for the students. They appreciate the fact that the skills they are being taught can be transferred to an actual career after high school. Project based learning makes curriculum relevant to students.

6 Year Plan includes real world applications in that students MHS 6 Year Career Action participate in a career pathway survey as freshmen to determine Plan their CTE Pathway (for Aeries/Counselor Use). Sophomores and Juniors research college and career options. Juniors and Seniors participate in financial literacy activities including to understand how finances will impact them in the “real world”

beyond high school. Seniors create digital portfolios and participate in mock job interviews with community members to allow them the experience for life after high school.

The mathematics department have adopted the HMH materials HMH/Discovery Curriculum that align to the common core state standards. Another resource provided by the district is the Discovery curriculum. While Discovery provides more real world applications, the pacing of the mathematics courses have little time to focus on more performance task and real world problems. Science is beginning to use Discovery as well in connecting students to real world simulations and applications.

B2.2. Additional Online Instruction Prompt : Evaluate the procedures to ensure that students have access to courses that meet the UC “a-g” requirements, including lab courses. Findings Supporting Evidence GradPoint is utilized as an advancement or credit recovery Aeries data showing the online platform. number of students enrolled in A-G courses through Gradpoint

Student-Parent-Staff Collaboration: B2.3. Indicator : Parents, students, and staff collaborate in developing and monitoring a student’s personal learning plan and their college and career and/or other educational goals. (This includes the evaluation of whether online instruction matches the student’s learning style.) B2.3. Prompt : Evaluate to what extent parents, students, and staff collaborate in developing, monitoring, and revising a student’s personal learning plan and their college and career and/or other educational goals. Findings Supporting Evidence 6 Year Plan includes real world applications in that students 6 Year Plan participate in a career pathway survey as freshmen to determine

Merced High School ACS WASC/CDE Self-Study Report

their CTE Pathway (for Aeries/Counselor Use). Sophomores and Juniors research college and career options. Juniors and Seniors participate in financial literacy activities including to understand how finances will impact them in the “real world”

beyond high school.

A variety of stakeholder meetings, such as LCAP, ELAC, and ELD Parent Night SSC, are held to garner input from parents, students, staff, and ELAC community members. The focus of these meetings are to LCAP improve student achievement based on school and student data School Site Council from the following: California Assessment of Student Performance and Progress (CAASPP), California English Language Development (CELDT), reclassification, and A-G completion Senior Interviews Seniors create digital portfolios and participate in mock job Sophomore Interviews interviews with community members to allow them the experience for life after high school. Career Day

Once a year, Merced High School hosts two parent nights. One Senior Parent Night is for the parents of seniors to communicate requirements as Eighth Grade Parent Night graduation approaches and offer support for their future plans.

The other parent night is geared for the incoming freshmen to provide information on what to expect for their students as they enter Merced High School. IEP’s and BIP plans Development and Implementation of educational benefit plan (Individualized Education Plans for students as well as behavior plans for students who have a and Behavior Intervention disability-Special Education Plans)

FAFSA Workshops College and Career Scholarships Post High School Transitions: B2.4. Indicator : The school implements strategies and programs to facilitate transitions to college, career, and other postsecondary high school options and regularly evaluates their effectiveness. B2.4. Prompt : Evaluate the effectiveness of the strategies and programs to facilitate transitions to college, career, and other postsecondary high school options.

Findings Supporting Evidence Merced High School facilitates multiple ways that students will 6 Year Plan be able to research and plan for college and a career outside of Career Pathway Survey high school. Some curriculum is built into particular courses College and career research while other items may be presented through the counseling Digital Portfolio department, career center, or through external resources. Senior Interview

Merced High School ACS WASC/CDE Self-Study Report

Merced High School raises awareness for our students by Financial literacy presentation organizing events such as Career Industry Day, College College & Career Service Speakers, Military Speakers, ASVAB assessments, work Technician On-site permits

By offering Advanced Placement courses, Merced High gives the students opportunities to take entry-level college courses in AP Courses order to better prepare them for attending a college.

At Merced High School, there are twenty-one identified CTE Courses pathways for Career Technical Education. Many of the those courses offer the ability to earn college credit or certification in Articulation Courses industry standards. Merced College has offered various courses Merced College Courses: on campus to our students free of charge. English 1A Psychology We have an AVID coordinator who also has five sections of History 17A AVID classes. Those students participate in curriculum designed to prepare them for college. The AVID coordinator also prepares newsletters for the staff to identify WICOR AVID strategies that teachers can use in their planning of the WICOR curriculum.

The Special Education department facilitates temporary work based position-after school, weekends, and holidays to gain Job Corp experience and pay to gain work skills for their students. There Workability is a community based class that combines job skill practice Working Professionals within the community of Merced. Similar to ROP for Special MUHSD Adult Transition Education students to practice hands on skills and build Program knowledge of work habits, solve real world problems, work in the community, and develop skills that can be used to gain employment. The Special Education department develops skills for students’ mobility-independence of transportation (public service), building social skills and job training opportunities in the community-socially and developing work skills and or supporting students between the ages of 18-22 as they pursue college courses. Students who graduated with a certification of completion and have an IEP.

ACS WASC Category B. Standards-based Student Learning: Curriculum Summary, Strengths, and Growth Needs

All the findings and supporting evidence have been reviewed and summarize to the degree to which the criteria in Category B are being met.

Merced High School ACS WASC/CDE Self-Study Report

Included are comments about the degree to which these criteria impact the school’s ability to address one or more of the identified critical learner needs (Chapter IV).

At Merced High School, all students have access to a rigorous, standards based curriculum. Through a variety of approaches, students make plans for educational and career goals. A driving document that guides students through their experience at Merced High School and into their future is their 6 year Career Action Plan. As freshmen, they are introduced to the 6 year Career Action Plan which is a living document that guides them through selecting courses for their time in high school, identifies an area in which students would like to focus on a career technical pathway, and helps them to identify what their plans will be and the supports for what they want to do after graduation. Each year, the English Department has students plan and reflect on their 6 year Career Action Plan. Through this process, students may also meet with their grade level, college and career counselor.

Both the district and site are implementing Career Technical Education (CTE) as a graduation requirement. As a site, we have identified and built pathways for a variety of technical fields. Students will take an entry level CTE course as well as a capstone course in the same area. This requirement has been developed to provide students with more career readiness opportunities within the high school curriculum enabling more options for the future.

Merced High School provides a comprehensive ELD curriculum--iLit--to ensure that all students receive focused instruction in the four domains of language. iLit includes an initial, mid-year and year end assessment--the GRADE--to measure each student’s growth in the acquisition of English. The curriculum also includes regular fluency reads, grammar assignments, reading comprehension activities and listening exercises to fully develop a student’s proficiency in English. The comprehensive curriculum aids an ELD student in experiencing success in college and career readiness.

WICOR provides learning tools that faculty can use to guide students to comprehend materials and concepts, and articulate ideas, at increasingly complex levels (scaffolding) within developmental, general education and discipline-based curricula in their major. WICOR incorporates teaching/learning methodologies in the following critical areas: Writing, Inquiry, Collaboration, Organization, and Reading to Learn. Our AVID coordinator is working with the teachers and providing monthly newsletters to help spread AVID campus-wide and spread awareness for AVID strategies to help support our students.

Prioritized are the strengths and areas for growth for Category B.

Strengths: 1. Merced High School offers a comprehensive program where students are guided into making plans about their future that include successful graduation and matriculation on to college and career pathways.

Merced High School ACS WASC/CDE Self-Study Report

2. Throughout A-G classes as well as career technical courses, students experience standards based curriculum approved by and aligned with the state of California. 3. Students have many opportunities to earn college credit or certification for programs outside of the requirements for graduation alone. 4. Many departments work together with other departments or services on campus to provide students with knowledge and information to guide them into their future. 5. With the campus being one-to-one, students experience innovative curriculum with components that drive their education into ownership of their learning.

Areas for Growth: 1. Continued emphasis on making the curriculum applicable to real life situations and meaningful for students in their everyday lives.

Merced High School ACS WASC/CDE Self-Study Report

Category C: Standards-based Student Learning: Instruction C1. Challenging and Relevant Learning Experiences Criterion

To achieve the academic standards, the college- and career-readiness standards, and the schoolwide learner outcomes, all students are involved in challenging and relevant learning experiences. Indicators with Prompts

Results of Student Observations and Examining Work C1.1. Indicator : The students are involved in challenging and relevant work as evidenced by observations of students working and the examination of student work. C1.1. Prompt : Evaluate the degree to which all students are involved in challenging and relevant learning to achieve the academic standards, the college- and career-readiness standards, and the schoolwide learner outcomes. Include how observing students working and examining student work have informed this understanding. Provide evidence on how the school has evaluated the degree of involvement of students with diverse backgrounds and/or abilities and how the school has modified instruction based on these findings. Findings Supporting Evidence Merced High School takes pride in classes that are focused on -MHS Master Schedule equitable learning that promotes and fosters access to all learners. Teachers create a variety of learning experiences that allow for opportunities to explore real world topics and while

catering to student ability and choice. Students are engaged in rigorous and challenging learning experiences to prepare them for college and career ready.

We focus on preparing every student for post high school -Course Registration Process choices. Students have vast opportunities to take A-G classes -6 Year Action Plan Process throughout their high school career. Counselors, administrators -AVID and teachers educate their students about college standards and the classes that need to be taken in high school to apply to UC’s and CSU’s. In addition students are encouraged to be involved with curriculars to enhance their college opportunities.

MUHSD has adopted a CTE requirement for graduation beginning with the class of 2020. With this adoption, we have -MUHSD Board Policy increased our CTE selection, focusing on our career readiness -MHS CTE Pathways standards. Students and teachers input has been crucial in the -MHS 6 Year Career Action development of our CTE pathways. These courses will provide Plan students with more opportunities to experience real-world -ROP and Workability applications of standards and schoolwide learning outcomes.

MHS administrators and instructional support team observe -Walk-through Data students and instruction with formal and informal -Instructional Highlights at walk-throughs. Classroom instructional norms, Higher Order Faculty Meetings Thinking Skills, 4 Domain of Languages, and Depth of

Merced High School ACS WASC/CDE Self-Study Report

Knowledge are specific foci in examining student work. From -MHS Professional Learning these observations, administrators and the instructional support Plan team are able to discuss strategies to improve overall best -DOK Program Development practices.

In evaluating classroom observations, teacher surveys, and -Pilot Programs, Project Based collaboration with Department Chairs and the Instructional Learning, Growth Mindset, and Leadership Team, teachers are providing continual opportunities UDL for students to engage in challenging learning and critical -Tune in Tuesdays, Technology thinking. Instruction is moving steadily towards being Integration student-centered and authentic. Students are developing a sense of autonomy and responsibility for their own learning, which is very supported for our students of diverse backgrounds.

C1.1. Additional Online Instruction Prompt : Evaluate the effectiveness of timelines and pacing guides for completing coursework for asynchronous online instruction. Findings Supporting Evidence Students monitor their own pacing for online learning. Online -GradPoint instructors ensure that students are making satisfactory progress. Student Understanding of Learning Expectations C1.2. Indicator : The students understand the standards/expected performance levels for each area of study. C1.2. Prompt : Examine and evaluate the extent to which students understand the standards/expected performance levels that they must achieve to demonstrate proficiency. Findings Supporting Evidence Instructional norms have been a main focus at MHS. Teachers -MHS Professional are encouraged to daily instruct students on the Development objectives/learning goals for each lesson. Teachers have been -Lesson Plans trained in developing effective goals that align with the -Course Syllabus standards and depth of knowledge level of learning. Students

reflect upon their learning and performance at the end of each lesson. Teachers utilize this assessment to help plan for future lessons.

Teachers collaborate per subject level and department to -MHS Professional Learning strengthen their instruction of the standards. During Plan collaboration, teachers evaluate assessments, data, and -NGSS Program Development instructional strategies to increase proficiency in their students. -LCAP, CAASPP, and Assessment Data Differentiation of Instruction C1.3. Indicator : The school’s instructional staff members differentiate instruction, including integrating multimedia and technology, and evaluate its impact on student learning. C1.3. Prompt : Determine how effectively instructional staff members differentiate instruction, such as

Merced High School ACS WASC/CDE Self-Study Report

integrating multimedia and technology, to address student needs. Evaluate the impact of this on student learning.. Findings Supporting Evidence Merced High School has a diverse population of students with -MUHSD Professional different levels academic backgrounds. Differentiating Development Offers instruction and the utilization of technology as a resource has -MHS Professional Learning been a major emphasis at MHS since the adoption of Plan Chromebooks. A wide variety of professional development has -Tune in Tuesdays been offered to support our teachers be successful with -InnovatED Courses integrating technology into their lessons. Teachers have had an opportunity to have full day or half day trainings throughout the -Summer Institute school year of technology tools to enhance and differentiate -MHS Support Help email learning. There are bi-monthly Tune in Tuesdays that focus on a group specific technology strategy, InnovatED online professional -Instructional Coach and development, and Summer Institute that provide teachers Support Team ongoing development of instruction. For daily inquiries, our -MUHSD Induction instructional support team has a MHS Help email for immediate assistance or questions for instruction and technology.

Teachers are surveyed electronically and by their department -Teacher Surveys chairs or ILT members to assist in development of the school year’s Professional Learning plan. Many support programs have -ILT and Department Chair been purchased to assist teachers in differentiation in their Collaborations activities. With the focus of being student centered, many -Actively Learn, NewsELA, teachers provide students the opportunity to utilize technology to Kuta Software, Flipgrid, select a prefer choice in completing assignments and projects. Podcasts, and many more Technology Tools/Apps

C2. Student Engagement Criterion All teachers use a variety of strategies and resources, including technology and experiences beyond the textbook and the classroom that actively engage students, emphasize higher order thinking skills, and help them succeed at high levels. Online Programs: iNACOL Standard K: Instruction : A quality online program takes a comprehensive and integrated approach to ensuring excellent online teaching for its students. This process begins with promising practices but is equally committed to continuous improvement and adaptation to student learning needs through professional development. [iNACOL Standard K, 2009]

Indicators with Prompts

Current Knowledge C2.1. Indicator : Teachers are current in the instructional content taught and research-based instructional methodology, including the integrated use of multimedia and technology. C2.1. Prompt : Evaluate the extent to which teachers effectively use a variety of strategies including multimedia and other technology in the delivery of the curriculum. Findings Supporting Evidence

Merced High School ACS WASC/CDE Self-Study Report

With the adoption of Chromebooks, we utilized Google Suites. -MHS Lesson Plans and Every student and staff member has a Google email account Student work and access to the variety of Google Apps for education. One -MHS and Teacher Websites platform that is used throughout our campus is Google -MHS Professional Learning Classroom. Teachers are able to electronically post assignments Plan and Surveys and announcements to all students in their classes. These

assignments may be assigned to each student which allows for teacher grading and feedback. Teachers have their own website where they also provide assignments, calendars, and general notifications for their students.

Google docs are used by teachers to comment and give feedback in real time to students. Students can look up works, utilize add-ons to make their writing experience more smooth and can annotate their work. Google presentations allow for teachers to have a moving agenda to help pace the classroom and provide visuals for lecture content. Google forms are utilized as a mandatory engagement activity, reflection, and entry and exit tickets. From Hyperdocs to daily activites, Google provides a multimedia delivery of instruction.

In addition, teachers have been trained, explored, or observed -WeVideo, Green Screen, many multiple modes for assessments, presentations, discussion, PowToons, Screencastify, classwork and reflection. Through walk-through, evaluations, Infographics, Kahoot, Quizlet, peer observation, program and professional development, and Weebly, Kami, Actively Learn, collaborations, teachers deliver and assess content using Holt and Discovery Online different modalities. Curriculum, and many more that teachers utilize C2.1. Additional Online Instruction Prompt : Evaluate how teacher technology competencies are assessed during online instruction.

Findings Supporting Evidence The online credit remediation process has very little oversight or -MHS and MUHSD evaluation. Site administration or teachers will teach credit Professional Learning recovery, and as mentioned above, professional learning is vast at MHS. Teachers as Coaches C2.2. Indicator : Teachers facilitate learning as coaches to engage all students. C2.2. Prompt : Evaluate and comment on the extent to which teachers use coaching strategies to facilitate learning for all students. Provide examples such as equitable questioning strategies, guided and independent practice, project-based learning, and other non-didactic techniques to engage students in their own learning. Findings Supporting Evidence There are many different teaching models utilized throughout -Seating charts, jigsaw, learning Merced High School. Teachers work as coaches and facilitators

Merced High School ACS WASC/CDE Self-Study Report

to guide learning. Focusing our student centered instruction, groups teachers use high/low pairings and collaborated groups, -Peer observations with scaffolding, flipped classroom, modeling, open ended pineapple chart questioning strategies, inquiry based learning and research, -New teacher Learning Walks reading comprehension strategies, and technology integration. -Student work posted in rooms

-Senior portfolio and interview We have several teachers implementing Project Based Learning -Debates and Mock Trials and strategies into their curriculum. Over ten teachers have visited New Tech High in Napa and have had opportunities to -Graphic organizers be trained in PBL strategies. Continuous collaboration occurs -Peer reflection, advise and on campus as teachers strengthen their lessons. Hands-on revise on group projects application is key for our CTE, Agriculture and science classes. -Research papers and class Providing students the ability to learn by doing assists in the projects depth of knowledge being gained by our students. -Students create and teach a lesson -HyperDoc lessons -PBL and CTE Projects -Science labs Examination of Student Work C2.3. Indicator : Students demonstrate that they can apply acquired knowledge and skills at higher cognitive levels to extend learning opportunities. C2.3. Prompt : Evaluate the extent to which students demonstrate a) that they are able to organize, access and apply knowledge they already have acquired; b) that they have the academic tools to gather and create knowledge and c) that they have opportunities to use these tools to research, inquire, discover, and invent knowledge on their own and communicate this. Findings Supporting Evidence Students are have opportunities to research, inquire, discover, -MUHSD Library Databases and apply knowledge throughout the variety of courses they -Lesson Plans take in high school. Merced High School students are provided -Student work instruction in research and inquiry in their social science and -6 Year Career Action Plan English classes. Our teachers and librarian utilize our library databases to instruct students on research- and inquiry-based -Performance Tasks and strategies. Students exhibit these skills in a variety of Benchmarks assignments, papers, projects, and debates. Students have culminating projects for each of the grades for their 6 Year Career Action Plan where they apply their knowledge learned about college and career standards.

Students have the chance to store, organize, and access their -Google Drive and Classroom school work completed throughout their four years in their -Senior Portfolio and Exit Google Drive. Students can note take, configure, and Interviews continually access work with their Chromebooks. Many teachers utilize Google Classroom which allows students to

Merced High School ACS WASC/CDE Self-Study Report

retrieve assignments and announcements all in one location for their classes. Lastly, for their 6 Year Career Action Plan, a Google Class is set up for students to store all their career and college readiness materials to exhibit in their senior portfolio at their senior exit interviews. C2.3. Additional Online Instruction Prompt : Evaluate and comment on the effectiveness of reviewing student work online and online communications to determine the degree to which students are analyzing, comprehending, and conducting effective research. Findings Supporting Evidence For online courses, curriculum has content assessments built in. -GradPoint If competency is not reached on assessments, then the tests are rest. If students do not reach competency in their modules, then students are encouraged to further research material in a self-directed learning environment. C2.4. Indicator : Students demonstrate higher level thinking and problem solving skills within a variety of instructional settings. C2.4. Prompt : Evaluate and provide evidence on how well the representative samples of student work demonstrate that students are able to think, reason, and problem solve in group and individual activities, projects, discussions and debates, and inquiries related to investigation. Findings Supporting Evidence Everyday students are asked to demonstrate higher level -MHS DOK Program thinking and problems solving. A main focus at MHS year is Development depth of knowledge. Teachers have been trained to rewrite -Walk-through Data objectives and questions and incorporate higher order thinking -Daily Student Work activities in their daily lessons, Live in a DOK 2 and strive for -Teachers’ Lesson Plans 3. In daily walk-throughs, administrators are looking at student lived DOK levels, what are the students actually thinking, -PBL Projects reasoning, solving and are they able to discuss, justify, compare -Senior Debates and Mock and contrast their answers. Trials -NGSS Activities and Labs -Regression and Inference Projects -CTE Projects -Senior Portfolios C2.5. Indicator : Students use technology to support their learning. C2.5. Prompt : Evaluate the extent to which representative samples of student work demonstrate that students use technology to assist them in achieving the academic standards and the schoolwide learner outcomes. Findings Supporting Evidence MHS students use technology to assist them in achieving -MHS and MUHSD comprehension of the academic standards and schoolwide Professional Learning learner outcomes. Teachers have been trained, explored, or -Walk-through and Evaluation

Merced High School ACS WASC/CDE Self-Study Report

observed multiple modes of technology tools for assessments, forms presentations, discussion, classwork and reflection. Through -Collaboration walk-through, evaluations, peer observation, program and professional development, and collaborations, teachers deliver

and assess content using different modalities using technology.

-Actively Learn, NewsELA, Students are creating projects, reflecting, collaborating, and Kuta Software, Flipgrid, enhancing learning through multitude of technology tools. Podcasts, WeVideo, Green Students are given the opportunity to write, create videos or Screen, PowToons, storyboards to demonstrate their knowledge of the standards. Screencastify, Infographics, Online assessments are given to students using programs like Kahoot, Quizlet, Weebly, Kami, Kahoot and Quizzizz to identify gaps in the learning and to Actively Learn, Holt and provide immediate feedback in the learning process. Discovery Online Curriculum, and many more that teachers utilize C2.6. Indicator : Students use a variety of materials and resources beyond the textbook. C2.6. Prompt : Evaluate the extent to which representative samples of student work demonstrate student use of materials and resources beyond the textbook; availability of and opportunities to access data-based, original source documents and computer information networks; and experiences, activities and resources which link students to the real world. Findings Supporting Evidence Being a 1:1 school, students have access to the Internet at their -Library Databases fingertips. Students are encouraged to go beyond the textbook, -Gale Databases Usage Stats to access databases, original source documents, and experiences -Library Research Guides that link students to the real world. -Research Guide Usage Stats

In the ELD and SDC classes, students are enhancing their -Supplemental Curriculum reading skills in an online program, iLit, and math skills using iXL. In English students are accessing real time stories to become critical readers with expository texts. In math, teachers are utilizes Desmos, Khan Academy and Kutasoftware for real life application of math skills. Students are exploring real life lab settings in Agriculture Science classes and with Vernier Probeware in biology. Art students are exploring photography and computer graphics with Adobe products. Throughout core, electives and CTE courses, students are going beyond the textbook to have experiences that link to real world application. Real World Experiences C2.7. Indicator : All students have access to and are engaged in career preparation activities. C2.7. Prompt : Evaluate the degree of and the effectiveness of student access to career awareness, exploration and preparation that may include such activities such as job shadowing, internships, apprenticeship programs, regional occupational programs, career academy programs, on-the-job training programs, community projects and other real world experiences that have postsecondary implications.

Merced High School ACS WASC/CDE Self-Study Report

Findings Supporting Evidence Merced High School provides students with access to career -Senior Portfolios and exploration and preparation. Students start off their freshman Interviews year with our Freshman Seminar course. The curriculum -Freshman Seminar Lessons provides students with career awareness and exploration and a and Student Work culminating project researching a specific career. Students -6 Year Career Action Plan continue their career exploration each year in their English -California Career Zone classes, which is apart of their 6 Year Career Action Plan. Their final project is their Senior Portfolio that is a culmination -Career Industry Day of their career exploration and preparation for their post high school plans. Lastly, every two years, MHS hosts a career day, where speakers for various careers come and speak to students.

ROP and CTE courses are offered throughout students four years of high school. Students acquire skills, hands-on applications, community involvement, and/or on-site training -ROP and CTE Pathways applicable to careers within these industry sectors. In addition, -Virtual Job shadowing many of these classes are articulated with the community -CTE Clubs college, and students may earn college credit and certifications. -Articulation Agreements Students also have an opportunity to placed in Internships in various pathways to help further career readiness.

Our Special Education Department provides a Workability Program. Students are provided with comprehensive pre-employment skills training and employment placement. -MHS Workability Program Post high school, special education students who making the transition from school to work, are assisted in independent living and postsecondary education or training. C2.7. Additional Online Instruction Prompt : Evaluate the effectiveness of opportunities within online instruction for real world experiences and applications for the students. Findings Supporting Evidence GradPoint for credit recovery or enhancement is a self-directed GradPoint and self-paced learning program. ACS WASC Category C. Standards-based Student Learning: Instruction: Summary, Strengths, and Growth Needs

All the findings and supporting evidence have been reviewed and summarize to the degree to which the criteria in Category C are being met.

Included are comments about the degree to which these criteria impact the school’s ability to address one or more of the identified critical learner needs (Chapter IV).

Summary (including comments about the critical learner needs) Merced High School takes pride in classes that focus on equitable learning that promotes and fosters

Merced High School ACS WASC/CDE Self-Study Report

access to learning for all students. Teachers create a variety of learning experiences that allow for opportunities to explore real world topics, while catering to student ability and choice. We continue to engage students in rigorous and challenging learning experiences to help better meet the academic standards, the schoolwide learning outcomes, and to be college and career ready upon graduation.

MHS offers a broad course of study with a variety of course choices. To affirm that all students have an opportunity to be college and career ready, a variety of Advanced Placement, Honors, CTE, electives and A-G courses course are becoming more available for students to take. In addition, all courses include the four domain of language in lessons daily.

Technology integration and the availability of print and multimedia resources are utilized to support differentiation of instruction to meet the needs of all students. Through different activities, lessons, projects, student-centered environments, students are encouraged to work collaboratively to think critically and problem solve. Teachers are provided multiple opportunities to attend professional development, both on-site, district wide and at conferences. Many teachers have taken advantage of these opportunities and are integrating relevant technology tools and expanding depth of knowledge to create more dynamic, rigorous, and differentiated learning experiences.

Prioritized are the strengths and areas for growth for Category C. Category C: Standards-based Student Learning: Instruction: Areas of Strength 1. Teachers have multiple opportunities to enhance their technology skills and strategies for technology integration in the classroom - Innovated Summer courses, Staff Professional Learning Plan and Professional Development, Tech. Tuesdays etc. 2. Teachers facilitate learning as coaches to engage all students - Questioning strategies, reflection, inquiry and progress-based learning, etc. 3. On site, district wide and conferences, teachers have the opportunities for professional development. 4. Newly adopted CTE pathways and courses to support our students with opportunities to apply knowledge to real-world situations and be college and career ready. 5. All students have access to and are engaged in career preparation activities: c omplete a 6-year Career Action plan, participate in MHS Career Day and MCOE Career Industry Day. 6. Teachers have an opportunity to incorporate PBL, Deeper Learning, Growth Mindset, and UDL strategies to enhance student learning.

Category C: Standards-based Student Learning: Instruction: Areas of Growth

1. Students need expanded opportunities to apply acquired knowledge and skills at higher cognitive levels and to engage in higher ordered critical thinking. 2. With CAASPP, ELPAC, and CAST still evolving, teachers need more training and planning time to fine tune their teaching materials and strategies.

Merced High School ACS WASC/CDE Self-Study Report

Category D: Standards-based Student Learning: Assessment and Accountability

D1. Using Assessment to Analyze and Report Student Progress Criterion The school staff uses a professionally acceptable assessment process to collect, disaggregate, analyze, and report student performance data to the school staff, students, parents, and other stakeholders. Indicators with Prompts

Professionally Acceptable Assessment Process D1.1. Indicator : The school uses effective assessment processes to collect, disaggregate, and analyze student performance data. D1.1. Prompt : Evaluate the effectiveness of the school’s assessment processes. This would include the collection of data from state, national and local sources; the disaggregation of data for ethnic groups, socioeconomic status, and students with disabilities; and the analysis of performance that provides feedback as to how students are meeting the expectations of the academic standards (including Common Core) and

Merced High School ACS WASC/CDE Self-Study Report

the schoolwide learner outcomes. Findings Supporting Evidence MHS uses assessment data to guide services and -Initial and triennial referrals, accommodations for students that have been found eligible for development of IEP services. Students have engaged in an adaptive testing platform -504s through the CAASPP, HMH Benchmark, and Continuum -Student Study Teams assessments. Disaggregation and feedback is provided by -HMH and CAASPP HMH and CAASPP, and analysis is carried out in subject level Benchmark and Continuum collaborative groups. Assessment Data

All junior-levels students participate in CAASPP testing for -CAASPP and CAST Math and English, and senior-level students will take a general performance data science assessment, CAST, for the CAASPP. Questions were multifaceted, varied in styles, and covered myriad of subjects, -Aeries for example, American Literature, World Literature, as well as Biology, Life Science, etc. Feedback is viewable within 1-2 weeks on AERIES platform in order to determine student placement in next year courses.

Collaboration protocol was designed and developed within each -Collaboration Protocol and department, with an emphasis on the uniqueness of how -Calendar academic standards affect the needs of specific ethnic groups, students with disabilities, and socioeconomically disadvantaged students. Monitoring and Reporting Student Progress D1.2. Indicator : The school informs and creates understanding through effective processes in order to keep district, board, parents, and the business and industry community informed about student progress toward achieving the academic standards, the college- and career-readiness standards, and the schoolwide learner outcomes. D1.2. Prompt : Evaluate the effectiveness of the processes that inform and create understanding of the appropriate stakeholders (governing board members, teachers, students, parents, business/industry community) about student achievement of the academic standards, the college- and career-readiness standards, and the schoolwide learner outcomes. Findings Supporting Evidence Stakeholders access to Aeries has improved broad based -Aeries support for monitoring student academic performance. Parents -Academic Progress monitoring are able to schedule automatic updates on their child’s progress -Learning skills classes and in all classes. They are able access their child’s gradebook in academic goal progress real time. They are also able to contact teachers on email via monitoring used to pro-actively support interventions for their Aeries access. MHS students are able to self-monitor their -School Counseling progress in all courses via Aeries Gradebook. Students have full -Email correspondence access to assignments and assessments. This real-time look at

Merced High School ACS WASC/CDE Self-Study Report

their progress allows them to make improvements to their grade before the grading period ends. Parents have the same access through our Parent Portal. -Merced High School Website The school website, MHS App, and social media postings -MHS App allows the entire community to have active contact with all the -MHS Social Media Platforms events at the school. It provides a platform for all of Merced to actively support their centrally located campus. It also allows the community to have access to the staff members who are

supporting MHS students. Booster clubs, athletic events and social services provided on the campus.

All parents are encouraged to participate in the governance of -All Parent Committees, the school and participate in the programs available for their ELAC, SSC, DELAC, LCAP, children. Active solicitation of parent input is an ongoing effort Safety, Boosters of the entire school staff, especially the Administration. Quarterly progress reports for special needs students communicated to parents. -MHS Special Education Lastly, daily intervention and support are available to caseload Procedures students to move them forward in the academic progress towards a diploma.

Monitoring of Student Growth D1.3. Indicator : The school has an effective system to determine and monitor all students’ growth and progress toward meeting the academic standards, the college- and career-readiness standards, and the schoolwide learner outcomes, including a sound basis upon which students’ grades are determined and monitored. D1.3. Prompt : Evaluate the effectiveness of the system used to determine and monitor the growth and progress of all students toward meeting the academic standards, the college- and career-readiness standards, and the schoolwide learner outcomes, including the basis for which students’ grades, their growth, and performance levels are determined. Findings Supporting Evidence Aeries is the data management tool used to store student data -Aeries including student assessment data and grades. Aeries also helps -AP testing Data track student progress towards graduation status and college -A-G Completion and career readiness goals. MUHSD provides a data dashboard -MUHSD Website District that shows data measures for all schools throughout the district LCAP Data Report although this resource is new and needs refinement for accuracy of the data. -Pre and Post Academic Assessments/monitoring Grades

-Career Pathway Growth and All students are actively monitored and evaluated against their Progress

Merced High School ACS WASC/CDE Self-Study Report

IEP goals to gauge academic progress. The senior portfolio -6 Year Career Action Plan allows members in the community to interview students that -Content Area Specific will one day contribute to the local and national workforce. Diagnostic Testing Senior students present all of their high school accomplishments -I.E.P. and SST Meetings in an interview with community leaders. -Senior Portfolio and Exit Interview

D2. Using Assessment to Monitor and Modify Learning in the Classroom Criterion Teachers employ a variety of appropriate formative and summative assessment strategies to evaluate student learning. Students and teachers use these findings to modify the learning/teaching practices to improve student learning.

Online Programs: iNACOL Standard L: Assessment of Student Performance : A quality online program values student academic performance and takes a comprehensive, integrated approach to measuring student achievement. This includes use of multiple assessment measures and strategies that align closely to both program and learner objectives, with timely, relevant feedback to all stakeholders. [iNACOL Standard L, 2009]

Indicators with Prompts Appropriate Assessment Strategies D2.1. Indicator : Teachers consistently use appropriate formative and summative strategies to measure student progress and guide classroom instruction. D2.1. Prompt : Evaluate the effectiveness, the appropriateness and the frequency of the assessment strategies, especially student work, based on the programmatic goals and standards to determine student achievement. Findings Supporting Evidence Within the classroom, teachers use a variety of approaches for -Chapter, Quarterly, and assessing students. These assessments are ongoing throughout Semester Quizzes and Finals the school year. There are eight grading periods throughout the -Test Results year where students will receive a progress grade while two are -Teacher Developed Formative the semester grades. and Summative Testing -Aeries Gradebooks While students take the CAASPP in their junior year, many -Report Cards and Progress classes have students participate in the interim and block Reports assessments throughout their high school experience. Many -CAASPP including interim departments participate in offering benchmarks aligned to and block assessments CCSS, NGSS, or content standards. Additionally, students participate annually in taking tests that assist in preparing for -AP testing college. These tests also indicate, in some cases, whether they -EAP testing are waived from taking certain courses or placement tests and -Science Department NGSS remediation. These tests also inform teachers of the progress of Aligned Formative and their students which will help guide curriculum development Summative Assessments and instruction. -Math Benchmarks -Collaborative Protocol and Calendar

Merced High School ACS WASC/CDE Self-Study Report

-Senior Portfolios and Interviews -Labs -Research Projects D2.1. Additional Online Instruction Prompts : Evaluate the use of student work and other online assessments (formative and summative) that demonstrate student achievement of academic standards and the schoolwide learner outcomes.

Findings Supporting Evidence Through the GradPoint platform, assessments are incorporated -GradPoint Platform and throughout the learning process. Lessons Demonstration of Student Achievement D2.2. Indicator : Teachers use the analysis of assessments to guide, modify and adjust curricular and instructional approaches. D2.2. Prompt : Examine the effectiveness of the processes used by professional staff to use formative and summative assessments to guide, modify and adjust curricular and instructional approaches. This includes how professional learning communities and subject matter teams collaborate to collect, analyze, and use assessment data for the basis of curricular and instructional decisions. Findings Supporting Evidence Subject and department meetings are held monthly to discuss -MHS Collaboration Calendar instructional strategies, administrative information, test results and best practices. School wide staff meetings led by site administrators are held to share important information as it

relates to instruction, dates of importance, student recognition, and other.

Professional and collaborative support from Instructional -MHS Professional Learning Support Team on site to assist instructors in all subject areas as it Calendar and Walkthroughs relates to instructional strategies. An online form is used to -Pineapple Chart for Peer promote peer observations for teachers to gain instructional Observations strategies from their colleagues. -MUHSD InnovatEd

District-level subject and department meetings attended by site -District Office staff to align with other schools in the district help determine curriculum resources, and other.

The district AP along with AP teachers from the district have -AP Meetings developed a master plan for the next three years of the AP programming offered my MUHSD based on data from past testing as well as considering how the data will be used in the LCAP and LCFF. Student Feedback D2.3. Indicator : Student feedback is an important part of monitoring student and classroom progress over

Merced High School ACS WASC/CDE Self-Study Report

time based on the academic standards, the college- and career-readiness standards, and the schoolwide learner outcomes. Interviews and dialogue with representative students inform the degree to which learning experiences are understood and relevant in preparing students for college, career, and life. D2.3. Prompt : Using interviews and dialogue with students, evaluate the extent to which students understand the expected level of performance based on the standards and the schoolwide learner outcomes in relation to preparation for college, career, and life. Evaluate the effectiveness of the student-teacher interaction and monitoring of student progress based on student feedback. Findings Supporting Evidence Students as freshmen develop a 6-year Career Action Plan. -6-year Career Action Plan They monitor and reevaluate their progress every year towards -Senior Exit Interviews their college and career goals. Students focus on what career goals they have and what educational requirements they must

fulfill to meet those goals. Through Senior Exit Interviews with site and community members, students exhibit in a portfolio their college and career readiness.

SST’s are facilitated by grade level counselors to address -SST Meetings and Procedures academic and social concerns. This is also a required step when -IEP Meetings, considering Special Education Testing. IEP’s are led by the Accommodations,Goals and Special Education department to support student academic, Program Monitorings social and vocational development. Case managers facilitate the meeting. Teachers, counselors, administrators, the student and parents participate.

Parent/Teacher conferences are often developed and facilitated -Parent/Teacher Conferences by grade level counselor. They focus on academic, behavior, and attendance. 504’s are developed and facilitated by grade Documented in Aeries level counselor and teachers. These are utilized to provide -504 plans support to students with a medical condition that require accommodations.

In effort to mediate classroom conflicts between teachers and -MHS TSMP Form and students, Merced High has developed a form for students and Intervention Process teachers to complete together in effort to address and resolve conflicts before they necessitate further disciplinary actions from the administration.

In the spring, Merced High hosts an eighth grade parent and -8th Grade Parent/Student student orientation night to go over school requirements, Orientation Night highlight programs, and provide an opportunity for Q & A with students and families. Also in the spring, MHS hosts a senior -Senior parent night parent/student night to inform graduating Seniors and families of upcoming events and school policies.

Merced High School ACS WASC/CDE Self-Study Report

D3. Using Assessment to Monitor and Modify the Program Schoolwide Criterion

The school, with the support of the district and community, has an assessment and monitoring system to determine student progress toward achievement of the academic standards, the college- and career-readiness standards, and the schoolwide learner outcomes. The system drives the school’s program to continually improve and to allocate resources to effectively meet student needs.

Online Programs: iNACOL Standard R: Program Evaluation : A quality online program recognizes the value of program evaluation. Program evaluation is both internal and external and informs all processes that effect teaching and learning. Internal evaluations often are more informal in nature and may provide immediate feedback on a targeted area of inquiry. External program evaluations typically look at the entire program from an objective perspective that will bring additional credibility to the results. [iNACOL Standard R, 2009]

Online Programs: iNACOL Standard S: Program Improvement : A quality online program establishes a culture of continual program improvement. Improvement planning focuses on using program evaluations, research, and promising practices to improve student performance and organizational effectiveness. It fosters continuous improvement across all aspects of the organization and ensures the program is focused on accomplishing its mission and vision. [iNACOL Standard S, 2009]

Indicators with Prompts

Schoolwide Assessment and Monitoring Process D3.1. Indicator : The following stakeholders are involved in the assessment and monitoring process of student progress: district, board, staff, students, parents, and the business and industry community. D3.1. Prompt : Evaluate the impact of stakeholder involvement in assessing and monitoring student progress. Include district, board, staff, students, parents, and the business and industry community. Findings Supporting Evidence Meetings are held monthly or quarterly to discuss and review -School Site Council, ELAC, various matters at the school and to address potential questions, LCAP, Athletic and Safety problems, and successes. Meetings

Merced communicates activities and events that are being held -MHS School Website on campus through the Merced High School website and the -MHS Social Media Platforms marquee. The website also contains our LCAP, SPSA, and -MHS App WASC reports. -Bear Roar Bulletin

MHS students are able to self-monitor their progress in all -Aeries.net courses via Aeries Gradebook. Students and parents have full -1 to 1 Technology access to assignments and assessments. This real-time look at -Transcript evaluations their progress allows them to make focus on areas of growth and make improvements to their grade before the grading period ends. Parents have the same access through our Parent Portal.

Merced High School ACS WASC/CDE Self-Study Report

This allows parents to intervene before progress reports. Counselors utilize Aeries to review throughout the year for graduation, A-G, and career interests. -LCAP Data Dashboard The district office has provided an LCAP data dashboard to -Aeries help facilitate conversations about where Merced High stands -CDE DataQuest on a number of metrics. Administrators and counselors regularly run reports and communicate these to department chairs to then facilitate discussions about student motivation and

how to improve student performance.

Instructional Leadership Team discuss assessments and design curriculum/strategies to help teachers improve student performance. D3.1. Additional Online Instruction Prompt : Evaluate how the school ensures that all online students have access to state-mandated tests and that results are reported to all stakeholders. Findings Supporting Evidence Online students are required to report to on campus testing -Independent Studies Room center. Curriculum-Embedded Assessments D3.2. Indicator : The school regularly examines and analyzes standards-based curriculum-embedded and standardized assessments for English language and mathematics in all subject areas. D3.2. Prompt : Evaluate the effectiveness of how the entire school examines and analyzes standards-based curriculum-embedded as well as other standardized assessments (Smarter Balanced, SAT, ACT, EAP, others) for English language and mathematics. Include how this assessment data is collected, analyzed, and used as the basis to make decisions and changes in the curricular and instructional approaches. Comment on how this process impacts the instruction of second language learners by modifying the teaching and learning process. Findings Supporting Evidence The mathematics department adopted HMH for their textbook -HMH Benchmarks in the integrated math classes and utilizes their resources including benchmarks that align the curriculum to the CCSS.

The English and mathematics departments utilize the CAASPP -CAASPP Interim Assessments Interim Assessments for benchmarks.

-Site Plan for Student The school site council reviews site data to analyze curriculum Achievement and performance campuswide.

-ELD Reclassification Merced High School has a high rate of reclassification for our -Seal of Biliteracy ELD students. Incoming students files are thoroughly reviewed to ensure they are placed at the appropriate level. Through

Merced High School ACS WASC/CDE Self-Study Report

teacher and support staff in combination with CAASPP data, ELA benchmarks and soon the ELPAC testing data, ELD placement is reviewed to make instructional decisions.

Through counselors, the career and college technician, visiting -Counseling programs (i.e., Gateway Scholars and UC Scholars), college -Career Center counseling technicians, administrators, and teachers analyze and provide support for students as they navigate college readiness -Saturday Academies tests, including SAT, ACT, and EAP. In addition, through our Saturday Academies, teachers offer SAT and AP test preparation sessions. Schoolwide Modifications Based on Assessment Results D3.3. Indicator : The school uses assessment results to make changes in the school program, professional development activities, and resource allocations demonstrating a results-driven continuous process. D3.3. Prompt : Comment on the overall effectiveness of how assessment results have caused changes in the school program, professional development activities, and/or resource allocations, demonstrating a results-driven continuous process. Examine examples and comment on the overall effectiveness of changes in the online opportunities, professional development of the staff, and the resource allocations to support student achievement and their needs. Findings Supporting Evidence Partly because we are not a unified district with the feeder -Math Readiness Assessment middle schools, we don’t receive much placement data for students entering Merced High. In the math department, we give a readiness test at the beginning of the school year to

ensure students are placed appropriately into classes.

With the change in standards and testing procedures, Merced High focuses on CAASPP data to make decisions about how to -Master Schedule best support students and prepare them for the test.

With the increase in technology required for testing, MUHSD -Tune In Tuesdays has provided staff with many resources and trainings for -Professional Development incorporating best practices in utilizing technology as a through the Instructional supplement to the curriculum. The site is 1-1 with devices and Support Team encourage building curriculum that is student centered incorporating many instructional strategies where appropriate. D3.4. Indicator : The school periodically assesses its curriculum and instruction review and evaluation processes. D3.4. Prompt : Evaluate the process that the school utilizes to review and assess the effectiveness of each program area, including graduation requirements, credits, course completion, and homework and grading policies, to ensure student needs are met through a challenging, coherent, and relevant curriculum. Findings Supporting Evidence School wide progress reports to show student progress towards -Available on Aeries.net

Merced High School ACS WASC/CDE Self-Study Report

achievement.

Teachers analyze student progress roughly every 4 weeks -Scheduled Meetings through submitting progress reports, student, teacher, counselor, parent meetings (SSTs)

During collaboration, departments evaluate curriculum and assessments and use these results to drive changes in instruction. D3.5. Indicator : The school employs security systems that maintain the integrity of the assessment process. D3.5. Prompt : Evaluate the selection of and the use of proctors, the security systems for test documents, and the means to maintain the integrity of the assessments. Findings Supporting Evidence Since the change to online state testing, security measures have -CAASPP, PSAT, AP, College been integrated in the testing protocols. Students complete Board Training Manuals, CAASPP testing through a secure browser. As in most Materials, and Procedures assessments, the use of electronic devices are not allowed.

Classroom teachers and supporting staff that help proctor testing are provided training and have to sign an affidavit. Administration works with staff to determine ideal testing schedules and testing centers. Students are seated according to the testing guidelines and regulations. All materials and exams are stored, accounted, distributed and returned to the testing office where they are locked per regulations. ACS WASC Category D. Standards-based Student Learning: Assessment and Accountability: Summary, Strengths, and Growth Needs

All the findings and supporting evidence have been reviewed and summarize to the degree to which the criteria in Category D are being met.

Included are the comments about the degree to which these criteria impact the school’s ability to address one or more of the identified critical learner needs (Chapter IV).

Summary (including comments about the critical learner needs) Merced High School uses a variety of assessment tools and data to measure student achievement, inform instruction, influence program design, and evaluate the overall performance of our school. Collaboration and reflection provides us the opportunity to address needs and take action to improve student achievement for all of our students. Our goals and outcomes are aligned with the districts initiatives, and student data and results are communicated to our stakeholders.

Merced High School ACS WASC/CDE Self-Study Report

Expectations utilizing rubrics, standards-aligned assessments, summative and formative assessments, and self-reflective processes are communicated to our students. Assessment results are shared and discussed amongst students, parents, teachers, administration, and committees. Our commitment to rigorous, authentic, diverse and self-reflective assessments continues to be an area of growth for all student success with Merced High School.

Prioritized are the strengths and areas for growth for Category D. Category D: Standards-based Student Learning: Assessment and Accountability: Areas of Strength 1. Online websites and tools, including the Google Suite, provide assessment tools and analysis for teachers to assess student knowledge and guide instruction. 2. There is parent and student engagement with assessments, student goals, and grades through Aeries and the grades app. 3. CAASPP data is utilized for review and planning. 4. Initial Placement utilizing CELDT, ELA Benchmarks, and soon the ELPAC, ELD students are correctly placed by their levels. 5. Math department organizes and assesses students for correct placement upon entering Merced High School.

Category D: Standards-based Student Learning: Assessment and Accountability: Areas of Growth

1. There is a need for more collaboration around development of common assessments and benchmarks for data driven discussion and instruction to occur.

Category E: School Culture and Support for Student Personal and Academic Growth

E1. Parent and Community Engagement Criterion

The school leadership employs a wide range of strategies to encourage family, business, industry, and community involvement, especially with the learning/teaching process.

Online Programs: iNACOL Standard Q: Parents/Guardians : In a quality online program, parents and guardians play an integral part in their students’ educational life. They work as a team with faculty, administrators, guidance services, and organizational support to ensure a quality educational experience for their students. [iNACOL Standard Q, 2009]

Indicators with Prompts

Regular Parent Involvement E1.1. Indicator : The school implements strategies and processes for the regular involvement of all stakeholder support groups in the learning and teaching process, including parents of non-English speaking, special needs and online students.

Merced High School ACS WASC/CDE Self-Study Report

E1.1. Prompt : Evaluate the strategies and processes for the regular involvement of the family, business, industry, and the community, including being active partners in the learning/teaching process. Comment on the effectiveness of involving parents of non-English speaking, special needs and online students. Findings Supporting Evidence Parents are involved as stakeholders and this has been seen in -MHS and MUHSD LCAP our attendance for our parent meetings and surveys. This year Informational Meetings we have held two LCAP Informational Nights. At our first -Financial Aid Workshop meeting, we had over 140 parents and community members -Back to School Night attend. The second meeting was held the same night as a Parent -8th Grade Orientation Parent Financial Workshop night. In both meetings, we had over 120 Night parents and community members attend. This is in addition to -Senior Parent NIght our District LCAP meetings that been held for the last couple of years at the district office and around various school and community sites and encouraged parents and community members for their support.

A variety of stakeholder meetings, ELAC, SSC, Safety, and -ELAC, SSC, and Safety Meetings athletic and club boosters are held to garner input from parents. -Athletic and Club Meetings The focus of these meetings are to improve student achievement and Events based on school and student data from the following: California -Parent and Community Assessment of Student Performance and Progress (CAASPP), Resource Center Liaisons California English Language Development (CELDT), -Interpreter Services reclassification, attendance, college and career readiness, -Parent Square suspension and expulsion data. Parents are invited to all these Communications meetings through Parent Communications, such as text, emails, social media posts, and phone calls-personal (Spanish and Hmong speaking parents) and dialer, and are encouraged to attend. Parent turn-out has increased through the years, with full parent support in each of these committees.

Merced High School has also surveyed their parents throughout the last several years. Every year, parents are ask to complete -WASC Parent Survey the California Healthy Kids Survey. The results are utilized in -California Healthy Kids our LCAP, Mini-WASC, WASC, SSC, and many conversations Survey that occured during site planning meetings. In addition, our parents have been surveyed for WASC, Schoolwide Learning Outcomes, the school’s posture, and Site Council.

Merced High School ACS WASC/CDE Self-Study Report

ROP and Workability has allowed us to partner with several business and community members. These business allow are -ROP Courses students the opportunity to gain employability skills and help -Workability Employment them be better prepare post high school. With our Career Offerings Industry, several community members volunteer to assist in -Community Classroom educating our students about career opportunities in our area. -Career Industry Day Lastly, our advisory committees for various clubs and athletics -Agriculture Advisory reach out to business and community members that have a Committee passion to support and advisory in making our programs -Athletic Booster Clubs stronger for student success. -Hall of Fame Committee

Use of Community Resources E1.2. Indicator : The school uses community resources to support student learning. E1.2. Prompt : Evaluate to what extent the school solicits and employs business and community resources to support and extend learning. Determine how effectively community members expertise and services, such as professional services, business partnerships, guest speakers, job fairs, field trips to local employers, and evaluation of student projects and classroom presentations, provide real world applications of the learning standards and schoolwide learning outcomes. Findings Supporting Evidence Partnering with local business and community based -Livingston Health Service organization is an avenue we constantly seek. We collaborate Manager with social service agencies to provide wrap-around services for -Merced County Social our foster youth, Mckinney Vento, low-socio economic, and Services social and emotional supported students. With these resources -MUHSD Program Manager are students are able to be better prepared for school Foster Youth -MUHSD Homeless Youth Businesses open their doors for employment experience for our Liaison ROP, Workability, and Internship students. Merced College -MHS Crisis Counselor and UC Merced provide counseling and support for college -Migrant Education transition. MHS uses the Career Center as a student resource for assistance in future planning by visitations from colleges, -ROP, Workability, and military, and community and industry leaders. MHS was the Internship Course Lists first high school in our area to have a bank on campus, -Merced College Counseling MSEFCU Bear Branch, which employees our students as the Technician tellers. -UC Scholars -Gateway Scholars MHS has many community partners and works together on -FARM2U programs on campus and throughout our community. Many of -Merced County Career Day our clubs and activities provide community service around -Interact, Kiwanis, Rotary and town. Key Club

Merced High School ACS WASC/CDE Self-Study Report

E2. School Environment Criterion The school is a) a safe, clean, and orderly place that nurtures learning and b) has a culture that is characterized by trust, professionalism, high expectations for all students, and a focus on continuous school improvement.

Online Programs: iNACOL Standard P: Organizational Support : A quality online program has organizational support to oversee the instructional learning environment as it is conveyed through technology. Some organizational support services may be distributed between the programs and other entities, depending on the physical location where the students are taking their online courses. [iNACOL Standard P, 2009]

Indicators with Prompts

Safe, Clean, and Orderly Environment E2.1. Indicator : The school has existing policies and regulations and uses its resources to ensure a safe, clean, and orderly place that nurtures learning, including internet safety. E2.1. Prompt : Determine the extent to which the school has implemented policies and committed resources to ensure a safe, clean, and orderly environment that nurtures learning. Evaluate the effectiveness of the school’s practices and procedures for all aspects of student safety including: effective operating procedures for internet safety, bullying, drug and alcohol abuse education and intervention, conflict intervention, use of derogatory or hateful language especially in the context of race or gender, disaster preparedness and other safety topics of local concern that may interfere with learning. Findings Supporting Evidence School safety, restorative practices, and a positive school culture -Safety Drills and Debriefs and climate has been one of our primary focuses here at Merced -Campus Liaisons High School. Continual resources have been added and -MHS ID Policy reviewed for mental health, Foster Youth and McKinney Vento -Student Resource Officer students to help support and educate students about over care. MHS has incorporated school-wide systems to further support -Active Shooter and all students and families. On-campus Threat Training -MHS Safety Plan At Merced High School, safety is our number priority. Each -MHS Safety Committee year we go through Fire, Earthquake, and Lockdown drills to Agendas and Minutes prepare all students and staff for such an occasion. The safety team debriefs after each instance to improve and challenges. The last couple of years, all staff have gone through Active Shooting Training and On-campus Threat situations to better prepare our campus. Video cameras are placed throughout the campus and are utilized for investigations and campus security. All facilities have inside lock control and are alarmed with Hoffman Security. Lastly, this past year we have again incorporated that all students and staff on campus where there MHS ID for safety and identification.

For the last few years, we have implemented restorative practices to help nurture the learning environment for all -TSMP Process students. Staff and students complete a Teacher Student -UE 101 Staff Training

Merced High School ACS WASC/CDE Self-Study Report

Mediation Form (TSMP) when there is interventions needed for -Staff and Student Surveys the students behavior. The teacher and students are to talk about the incident and discuss positive ways to correct behavior. On site we also have an Intervention Center with a fully

credentialed teacher.

If students are under the influence or display aggressive behavior on campus, we have two district ran programs to help -Understanding Drugs and support and educate students. Our Creating Opportunities for Alcohol and Creating Personal Empowerment (COPE) is designed to help teach Opportunities for Personal students about the negative impact that violence has on their Empowerment Programs and safety, the safety of the others, and their education. At the Referral Process Understanding Drugs and Alcohol (UDA) program, students -Kontraband Interdiction and participate in a variety of drug, alcohol, and tobacco education Detection Services and intervention lessons. Both programs are run by counselors and have a credential teacher on site to assist students in their school work.

Students are introduced to Cyber safety and online -NETS 5 and 6 Curriculum professionalism during their Freshman Seminar course. Throughout campus, leadership and Character Counts -MHS Intervention Plan encourage and support positive culture with a variety of events -MHS Bullying Procedures and activities to keep students involved. Student Support work -MHS Conflict Resolution with students who may have conflicts or bullying situations. Process With the adoption of an Intervention Plan for behavior and -MTSS MTSS, MHS is on the right track to support all students.

Lastly, our district provides a Foster Youth and Homeless Liaisons that help support our students. They provide regular -MUHSD Foster Youth Liaison check-ins and resources for these students and families. A -MUHSD Homeless Liaison Livingston Health Service Manager is also on our campus part -LHS Manager time to continue supporting students and families with -MHS Crisis Counselor community resources. Also on campus we have our own Crisis -MHS Counseling Services Counselor for students who need emotional support. Referral

High Expectations/Concern for Students E2.2. Indicator : The school demonstrates caring, concern, and high expectations for students in an environment that honors individual differences and is conducive to learning. E2.2. Prompt : Evaluate to what extent the school has created and supported an atmosphere of caring, concern, and high expectations for students in an environment that honors individual differences. Determine how effectively school policies, programs and procedures support student learning by examining information such as: proportionality of discipline data, use of positive behavior strategies by staff, restorative justice practices, celebrations of students’ heritage and ethnicity and other information or practices that support a

Merced High School ACS WASC/CDE Self-Study Report

caring, learning environment. Findings Supporting Evidence Positive school culture and climate is key to our Bear pride. -Orange Wave MHS has a strong Leadership class that provide continuous -Bear Roar Bulletin opportunities for students to be involved to support and -ASB Leadership strengthen our schools environment. We have our Link Crew -MHS Link Crew mentors, juniors and seniors, who welcome and work with our freshmen students throughout the year. Classes also do their -Culture/Club Food Fair Days parts to enhance our culture with Dia de los Muertos celebration and Activities with chalk art, murals, music, poetry; Mercado, where students -Dia de los Muertos learn to bargain while practicing their World Language Remembrance experience; Clubs sharing cultural experience with food to -World Languages Mercado reflect their club basis at food fairs; and lastly, always experience supporting staff and students that have passed but have left a -Miracles Do Happen Rally legacy at MHS, Bob Means Day, #Dibblee Strong. A new club -Spirit Rallys on campus this year thats supports expression of sexual -Sock, Can Food and Toy choice/gender identification. Lastly, every morning the school Drives bulletin is emailed, read, and weekly videoed to inform students and staff of cultural or club activities. At MHS, every student -AVID and FFA Week connected, every student supported. -MHS Bear of the Month -MHS Bear Believin’ Peer Assisted Learner (PAL’s) are regular education students that take time out of their schedule to work directly with -MCOE Severely Handicapped severely handicapped student. In this partnership, students gain Classes responsibility and care for all people. In addition we have -Character Counts Newsletter started back up Character Counts. Our teacher lead will work and Activities with staff and students to promote and perform positive character traits throughout our campus and community.

Academic Support sections are available for all identified -Counselor Checks students, who need additional support in their academics. -Aeries Data Collaboration between core teachers, academic support instructor and students is continual to better support each -Collaboration Schedule and student. Emails Atmosphere of Trust, Respect, and Professionalism E2.3. Indicator : The school has an atmosphere of trust, respect, and professionalism. E2.3. Prompt : Evaluate the degree to which there is evidence of an atmosphere of trust, respect, and professionalism. Examine the quality and consistency of communication and collaboration between and among the school’s leadership, staff and stakeholders; this includes the degree to which stakeholders are involved in the review of the Single Plan for Student Achievement and District’s Local Control Accountability Plan and to what extent they are included in decision-making. Findings Supporting Evidence Even though there has been several administration changes over -Bear Bulletin

Merced High School ACS WASC/CDE Self-Study Report

the last few years, the level of trust and respect between the -Weekly Senior Newsletter, school’s leadership team and staff is good. Collaboration occurs -Staff Member of the Month on a regular basis with teachers meeting with departments, -Bear of the Month WASC Cohort groups, and as a staff at least once a month. -MUHSD Human Resource Weekly Acknowledgments Due to not having an advisory or RtI period, it is difficult to -MHS Collaboration Schedule incorporate respect and professionalism lessons in the daily -Social network to content. Students at this time and have challenges when communicate handling basic life skills, such as asking for letters of recommendation too short before a deadline, and not realistically setting a timeline for planning. Email etiquette is also a challenge, students ask a staff member for assistance but do not realize the amount of time necessary to complete a task, which could be resolved with a face to face communication.

MHS has improved dramatically on include stakeholders in the -Committee Meetings decision making process. With LCAP, SSC, ELAC, Safety and -ELAC, LCAP, SSC, Safety, athletic and club boosters, parents, students and community and Athletic and Club Booster members are continually communicated and involved in Meetings Agendas, Sign-in decision making process. In addition, students and staff are Sheets and Minutes involved in the process of the 7th period day schedule. -Parent Square Communications

E3. Personal and Academic Student Support Criterion

All students receive appropriate academic support and intervention to help ensure school, college, and career success. Students with special talents and/or needs have access to a system of personal support services, activities, and opportunities at the school. These are enhanced by business, industry, and the community.

Online Programs: iNACOL Standard N: Organizational Support : A quality online program has student support services to address the various needs of students at different levels within the organization. The levels of support are appropriate and adequate for a student’s success. [iNACOL Standard N, 2009]

Online Programs: iNACOL Standard O: Guidance Services : A quality online program has guidance services to support students and parents to ensure success of the online program. Depending on the program, these services are either directly provided by the program or a service provider, or in the case of supplemental programs, these services may be provided by the local school. [iNACOL Standard O, 2009]

Indicators with Prompts

Adequate Personalized Support E3.1. Indicator : The school has available and adequate services to support student’s personal needs. E3.1. Prompt : Evaluate the availability and effectiveness of academic and personal support services, including referral services, to support students in such areas as physical and mental health, and career, academic and personal counseling, including an individualized learning plan.

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Findings Supporting Evidence Support systems vary from school-wide to individualized -Parent Square supports and are offered to our students before school, during Communications and after school hours. Students and families are made aware -MHS App of these support systems via school communications, SST/parent conferences, SART’s, counselor meetings, teachers and administration contact, Social Media, and IEP meetings.

For academic services, MHS offers lunch and after school tutorial and study sessions. Teachers offer extra assistance and -Math Tutorial Schedule support before, lunch and after school if a students seeks out -ASSET’s Courses and their help. ASSET’s offers a variety of support and activities to Attendance Lists assist in academics and social involvement. Saturday Academy -Saturday Academy Course and is offered twice a month to promote both academic and social Attendance List involvement. A variety of courses are offered from art, debate, -College and Scholarship band to weight room. We have to part-time College and Counselors Website and Scholarship counselors, two UC Program Managers - Gateway Workshops Scholars and UC Scholars, and Merced College Technicians -Grade Level Counselors who assist students with college applications, scholarships, Aeries Documentation financial aid, College Board testing, and life beyond high -UC Program Managers school. Activity and Student Lists -Merced College Technicians For socio-emotional and mental health services, MHS has Activity and Student Lists options for counseling and mentoring. MHS has a full-time -MHS Career Center crisis counselor who sees students on regular and referral basis. Technician Our grade level counselors are here to support students in their academics and future options. A full time nurse and nurse -Crisis Counselor Aeries assistant are on campus daily to assist students in medical and Documentation emotional assistance. We have a part time Livingston Health -School Nurse/Health Office Services Manager that works closely with the district Foster -Grade Level counselors Youth and Homeless Liaisons to provide support and resources -Livingston Community Health to those students and families. Migrant Ed is also on campus -Parent and Community throughout the week to support our migrant population in Resource Liaisons academic, social, and resource support. -MUHSD Foster Youth and Homeless Liaisons About three quarters of our students qualify for the Free and -School Lunch Program Reduced Lunch Program. Our cafeteria continues to provide -FIT Test healthy food options and diverse their menu to meet students -PE and Health Lesson Plans nutritional and health needs. All students are required to take a -Athletic Program and Team Health course in high school to teach them about the importance Lists of taking care of oneself emotionally and physically. Our PE department aligns lessons with their standards and students are encouraged to stay fit and exercise daily. MHS is very proud of our athletics. Many students connect to school by being part of

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a team. Teams condition to stay physically fit, but also learn the crucial points of being part of a team.

Student Study Teams (SST) meetings are conducted for -SST Procedures and Team students who have been identified by a teachers ,parents, or Participants administrators as having academic challenges. Interventions -IEP and SEIS Online Platform and classes are discussed to help the student be more successful -Program Monitoring Period in their learning. Individualized Education Plans (IEP’s) are accommodations, modifications, and goals for identified special -Learning Skills Periods education students. Meetings are held annually with teachers, -School Psychologists Tests and case managers, parents, and administrators/school psychologist Reports review the student’s progress in the program. -Paraprofessional Support E3.1. Additional Online Instruction Prompts : Comment on the availability and adequacy of the academic counseling, college preparation support, personal counseling, and health services provided for the students involved in online instruction.

Findings Supporting Evidence Students who receive online instruction have the same access as GradPoint students who are on campus. Summer school students are limited to material and feedback and personal connections with a teacher are lacking/missing.

Support and Intervention Strategies Used for Student Growth/Development E3.2. Indicator : Strategies are used by the school leadership and staff to develop and implement personalized approaches to learning and alternative instructional options. E3.2 Prompt : Evaluate the effectiveness of the types of strategies used by the school leadership and staff to develop and implement personalized approaches to learning and alternative instructional options which allow access to and progress in the rigorous standards-based curriculum. This includes strategies such as personalized learning, the use of small learning communities and the implementation of alternative learning options. Findings Supporting Evidence MHS offers professional learning in the area of lesson plan -MHS Professional Learning development, implementation of the instructional norms, and Plan differentiated/UDL instruction. Teachers and support staff -Lesson Plans facilitate a personalized approach to learning and are provided a -Student Work Samples variety of strategies for the diverse learners. Teachers are -Title I Funding/SPSA encouraged to continue professional development off campus to enhance their pedagogy.

Merced High School utilizes a push-in models to provide the -MHS Master Schedule least restrictive environment and rigorous environment for our -IEP’s Special Education students and English Language Learners. -ELL Plan Under this model, students are placed in general education classes with support professionals, certificated and classified, -Paraprofessionals

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assisting in the classroom learning. Collaboration occurs often -Learning Skills Classes between the core teacher and support professionals to offer the -Co-teaching Model best instruction for all students.

Every student is different and learns differently. Technology integration, PBL, Growth Mindset, student centered and student -SST’s and SART’s choice assignments, Academic Support and Learning Skill -504 Plans classes are just a few supports to enhance alternative learning -Academic Support Classes options that are offered to students throughout the day. Gradel -Behavior Plans level counselors, Student Support, and the Intervention Center -Intervention Center are also available to assist students in different intervention for their academic success. -Parent/Teacher Conferences E3.2. Additional Online Instruction Prompt: Provide evidence that the processes and strategies are effective for incoming students with regard to orientation or induction and the ongoing monitoring and support of the students to ensure all have a full opportunity for academic success. Findings Supporting Evidence Incoming students to MHS are encouraged to get involved and -Link Crew Orientation connect to the Bear community for academic success. -Round-up Incoming eighth graders have a two day orientation and -Chromebook Orientation round-up to familiarize themselves with our school and culture. -GradPoint Link Crew Mentors work in small groups so students have an opportunity to adjust to high school. Online Recovery classes -Hands on History Grant are available for students in order to keep students on the MHS campus either with Credit Recovery or advancement. Support Services and Learning – Interventions and Student Learning E3.3. Indicator : The school leadership and staff ensure that the support services and related activities have a direct relationship to student involvement in learning based on the academic standards and the schoolwide learner outcomes, e.g., within and outside the classroom, for all students, including the EL, GATE, special education, and other programs. E3.3. Prompt : Evaluate the extent to which student learning needs are accurately identified in a timely manner and the appropriate support and intervention services are provided. Examine how the school monitors the effectiveness and appropriateness of intervention for each student within and outside the classroom. Evaluate the processes that are used to identify under-performing or struggling students and the interventions to address these identified student learning needs. Comment on how interventions support and coordinate with regular classroom learning for all students, including those with special needs receiving services from ELL, GATE, Title I and special education. Findings Supporting Evidence Merced High School has various ways to monitor and support -MHS Registration forms student learning. Our academic counselors conduct transcript -Counseling Records evaluations to identify struggling students for their grade level. -Department and ILT meeting In addition, they meet one-on-one with students in regards to agendas and minutes course placement and selection. Counselors are in frequent -Aeries communication with teachers, department chairs, ILT, and parents to discuss supports for students. Aeries provides -TSMP immediate grades and academic progress for students, parents

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and staff.

For more struggling students, counselors, teachers and -SST’s referrals and paperwork administrators conduct parent conferences, Student Study Team -SART referrals and paperwork (SST), and Student Attendance Review Team (SART). -SAR Board referrals and Interventions are discussed and set in place for students thourgh recommendations these meetings.

The Guidance Department reviews D and F data every five -D and F Data and Reports week progress reports. Departments, subjects, and teachers receive Aeries data to access student success and modify curriculum accordingly. This year, the Guidance Office along with our Parent and Community Resource Liaisons have contacted parents of students with multiple F’s. In addition, they contacted parents of students who received a 3.5 GPA or higher. If students need extra assistance, Academic Support classes are offered throughout the day in students’ schedules.

-ELL Reports and Data Our English Language Learner (ELL) population is closely monitored by our Associate Principals and our EL teachers. -CELDT Data Newcomer students are assessed with an initial language -Reclassification Data assessments. All ELL students have taken the CELDT test and -English Benchmark data this year, they will be assess with the ELPAC. The data from -ELAC and DELAC meetings these assessments, along with English Benchmark data will determine appropriate placement or reclassification for student success.

-IEP Meeting Schedules and MHS special education students are closely monitored by case Calendar Invites managers, who conduct program monitor checks almost -MHS IEP Process and weekly. Annually, IEP meetings are held for all special Procedures education students with parents, teachers, school psychologist and administrators in attendance to review goals and -SEIS Online Program for accommodations. Special Education Monitoring E3.3. Additional Online Instruction Prompt : Evaluate the extent to which the support services and related activities have a direct relationship to student involvement in learning with respect to equity of access, availability of computers and internet. Findings Supporting Evidence Merced High School has utilized GradPoint, an online program, -GradPoint Online System for students to recover failing grades and assist in receiving passing grades. Equitable Support to Enable All Students Access to a Rigorous Curriculum E3.4. Indicator : Through the use of equitable support all students have access to a challenging, relevant,

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and coherent curriculum. E3.4. Prompt : Evaluate the school’s effectiveness in a) regularly examining for disproportionality in the demographic distribution of students throughout the class offerings (e.g., master class schedule and class enrollments) and b) providing additional and available support to provide equitable access to challenging, rigorous courses for all students ( i.e., extra class time, tutoring, or types of alternative schedules available for repeat or accelerated classes, summer classes, class periods beyond the traditional school day). Findings Supporting Evidence Merced High School offers a broad course of study to all -MHS Master Schedule students and opportunities for advancement or recovery prior to -CTE Pathways and Course school, zero period, and online courses. We offer over ten Offerings Advanced Placement courses, sixty CTE courses, and 115 -AP Courses different courses for students. With a CTE requirement for the -College Courses Class of 2020, MHS has been developing and increasing our course offering to help students be both college and a career ready.

Merced High School partners with Merced College and -Articulation Agreements Modesto Junior College with over twenty-five courses -ROP Agreement articulated. Students are able to earn college credit by taking our classes and passing the requisites included in the articulation agreements. In addition, MHS partners with the Merced County ROP to offer classes and work experience to our students.

Administration, counselors and teachers work together to offer a variety of course offerings to support all level of students. Class -Administration, Department, sizes and offerings are continually being reviewed to provide all and Subject Level Meetings students a opportunity to be successful in every class. Co-Curricular Activities E3.5. Indicator : The school ensures that there is a high level of student involvement in curricular and co-curricular activities that link to the academic standards, the college- and career-readiness standards, and the schoolwide learner outcomes. E3.5. Prompt : Evaluate the availability to and involvement of students in curricular and co-curricular activities. Determine the effectiveness of the extent to which co-curricular activities link to the academic standards and schoolwide learner outcomes. Examine the process that the school utilizes to evaluate the level of involvement for all students in a variety of activities. Findings Supporting Evidence Student life contributes significantly to the student-centered -Club Rosters culture at Merced High School. Activities, athletics, clubs, and -Athletic Rosters and Schedules organizations provide opportunities for a large percentage of our -Community Service Time students to pursue their interests and develop leadership skills. Logs These activities include ASB Leadership, athletics, band, FFA, -Articulation Data Career and Technical Student Organizations (CTSOs), thirty -CTE Pathway Reports different clubs, community service opportunities, ROP, -MHS Leadership Calendar of

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yearbook, community college articulation, career pathway Events and Activities explorations, dances, rallies and the arts. -Grade, Attendance and Discipline Reports Our goal at MHS is to have every student be involved with at -Bear Strong SLO’s least one activity. Activities serve as valuable incentives for -Bear Points students to engage and connect to high school. Students are expected to maintain good grades, attendance and behavior as a prerequisite for participation in co- and extra-curriculars activities. Involvement in activities link to preparing our students to be college and career ready and Bear STRONG. -MHS ASSET’s Course MHS ASSETs program is an after school program designed to Offerings enrich the academic and socialization needs of our students. -MHS Saturday Academy Course Offerings ASSET’s provides opportunities for students to study, learn beyond the classroom, participate in engaging and fun activities. In addition, we host Saturday Academy for students and staff to continue the learning and engagement. Teachers are able to create their own educational course for Saturday Academy. Classes range from movie debates, theatre, weight room, cooking, and other interests for students to participate and have more opportunities to be connected to school. E3.5. Additional Online Instruction Prompt : Evaluate the school’s processes to address the needs of socialization for the students and involvement in the school. Provide evidence about the effectiveness of the students’ involvement in school and community activities, such as clubs, yearbook, newsletter, newspaper, field trips, volunteer work, service projects, college courses, etc. Findings Supporting Evidence Students who are enrolled in our online Independent Studies -MHS Activities and still are students with MHS are encouraged to participate in -MHS Leadership Calendar of our wide and diverse range of opportunities for our students. Events and Activities -Social Media Accounts -Library Services

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ACS WASC Category E. School Culture and Support for Student Personal and Academic Growth: Summary, Strengths, and Growth Needs All the findings and supporting evidence have been reviewed and summarize to the degree to which the criteria in Category E are being met. Included are the comments about the degree to which these criteria impact the school’s ability to address one or more of the identified critical learner needs (Chapter IV). Summary (including comments about the critical learner needs)

Merced High School takes great pride in our culture and climate on our campus. With student, parent, community and industry involvement, MHS strives to for a positive, safe, and effective school environment. Continual and various activities are held on our campus, creating an inclusive and energetic setting for student success.

MHS works hard to provide a safe, clean and orderly campus. Staff and students work together providing a welcoming campus to all stakeholders. Committees constantly review, analyze, and discuss school-wide initiatives and programs to strengthen student support.

Academic and social/emotional support services are plentiful at MHS. Students are provided opportunities for remediation and academic support based on needs, data, and referrals from teachers, administrators and support staff. From guidance counseling to mental and medical health services students have opportunity to receive care. MHS has additional personnel to assist in finding needed resources for students and families in need.

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Lastly, MHS has focused on increasing stakeholder involvement on campus and in the decision making process. From various committees and parent meetings to surveys and activities, parents, students and community members numbers have increased dramatically over the last few years. School administration and staff continual to work on support from all stakeholders in supporting students in being college and career ready.

Prioritize the strengths and areas for growth for Category E. Category E: School Culture and Support for Student Personal and Academic Growth: Areas of Strength 1. Clubs, athletics, AVID, FFA and Band have over 1500 students participating 2. Through Parent Square communications, Social Media Posts, MHS App, Bear Roar, Bear Necessities, phone calls, flyers, and emails, MHS communicates with its staff, students, parents and community members. 3. MHS has a full-time crisis counselor, health nurse and health aide for mental, social, emotional and medical assistance. 4. Academic support and learning skills are available all students in all grades. Category E: School Culture and Support for Student Personal and Academic Growth: Areas of Growth 1. Provide more collaboration among stakeholders to support student learning goals.

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Prioritized Areas of Growth Needs from Categories A through E

Prioritized are the growth areas from the five categories for MHS. 1. Provide more collaboration among stakeholders to support student learning goals and with parents to support students at home. 2. Continue to develop common assessments and benchmarks for collaboration supporting data driven discussion and instruction. With CAASPP, ELPAC, and CAST still evolving, teachers need more training and planning time to fine tune their teaching materials and strategies. 3. Continue to expand systems of intervention to meet a wider variety of student needs and supports. 4. Continue to provide curriculum and programs to incorporate relevance among personal, academic, and career goals for students. 5. Continued emphasis on making the curriculum applicable to real life situations and meaningful for students in their everyday lives. 6. Continue to incorporate technology in the classroom for student success; expand opportunities to apply acquired knowledge and skills at higher cognitive levels and to engage in higher ordered critical thinking. 7. Being an older campus, modernization and upkeep is continual. 8. Continue to develop and offer more school-wide events for student, parent and community participation 9. Students need to be provided access to restrooms made available through the Williams Act. 10. Students & teachers to be provided access to consumables & equipment without having to go through a request process.

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Chapter IV: Summary from Analysis of Identified Critical Student Learning Needs

Summarized are the identified critical student learning needs based on profile and Focus Group findings.

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To provide all students with a challenging education that meets their holistic needs as well as their future needs, there is a need for an increase of collaboration among all stakeholders at Merced High School. Students will benefit when parents, teachers, counselors, support staff, and administrators are provided opportunities to communicate over programming to support students.

In the upcoming school year, Merced High will implement a seven period schedule for students. Within the schedule, teachers will be teaching five of the periods. Of the remaining two periods, teachers will be assigned one period of collaboration with similar subject level colleagues and one period of planning. This was developed to meet many goals, but we look to focus on the collaboration period as a factor in being able to produce more discussion around curriculum, instruction, and assessment that will meet the learning needs of the students.

By tracking discipline we discovered a need to improve collaboration among parents and necessary staff to ensure that students are prepared, successful, and that they maintain a positive relationships with school staff and their peers. While tracking discipline, transcripts, and other data points would identify students and guide them in a direction of appropriate intervention, it is also necessary that we develop a meaningful plan for communicating expectations to the parents and guardians of our students.

As Merced High has incorporated new standards, including CCSS and NGSS, and adopted new textbooks and curriculum, there is a need to develop and refine common assessments and benchmarks within the departments. The current assessments could be more reliable and more work could be done to align them with the California Assessment of Student Performance and Progress tests.

Once students are identified as needing more support, we need to continue to refine current supports, build programs that are existing but lacking, and incorporate new strategies to address the various needs of our students. We offer an intervention period for students who have discipline related issues. We offer academic support classes for low performing students. We provide multiple sections of content specific courses designed to meet the needs of students who struggle. Through programs like AVID and Link Crew, we have built activities and classes intended to support the success of students who are learning how to navigate educational systems. While we provide many interventions for students, we realize there is a need to track and increase school connectedness for our students. We intend on encouraging the utilization of Saturday Academies and school involvement by all students no matter what their interests may be.

As Merced High School is an older campus than other schools throughout the district, there is a need for continued modernization and maintenance of the facilities on site.

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Chapter V:

Schoolwide Action Plan

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Goal #1: Increase collaboration among stakeholders to support students and drive success for all students.

Tasks SPSA Persons Timeline Resources Assessment of LCAP Responsible Progress 17-18

Provide opportunities for Goal 1 Site Admin 2018-2019, Master Schedule CAASPP Data grade/subject level teachers to Goal 3 Dept Chairs Ongoing Professional Growth Benchmarks collaborate over curriculum, Teachers Meetings Common instruction, and assessment Assessments through a collaboration period District Meetings included in the seven period schedule.

Continue offering support and Goal 4 Site Admin 2017-2018, Professional Growth Teacher Retention collaboration for probationary Probationary Ongoing Meetings teachers outside of other Teachers Professional Learning programming (i.e., Plan BTSA/Induction).

Continue and further efforts to Goal 1 Site Admin 2017-2018, MHS Intervention Plan Discipline Data communicate with parents Goal 2 Intervention Ongoing Parent and Community D/F Rate regarding supports for student Goal 3 Teacher Resource Center behavior, success, and Teachers Parent Square connectedness. Parents

Involve more stakeholders in Goal 2 Admin 2017-2018, Stakeholder Leadership Stakeholder leadership groups Goal 3 Staff Ongoing Groups and Meetings Involvement Parents Community

Increase collaboration among Goals 1 - 4 Site Admin 2017-2018, Master Schedule LCAP Data administration and staff regarding Certificated Ongoing Professional Growth Bear Bulletin campus programming, instruction, Staff Meetings Staff Meetings curriculum, and performance Classified Collaboration results. Staff Period

Foster more collaborative settings Goal 3 Site Admin Ongoing Site and District Support LCAP Data for all stakeholders including Staff students District Personnel

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Goal #2: Incorporate, expand, and evaluate systems of intervention for supporting students.

Tasks SPSA Persons Timeline Resources Assessment of LCAP Responsible Progress 17-18

Create Multi-Tier System of Goal 2 DO Admin 2017-2018, Infexion AVID enrollment Supports including special Goal 3 Site Admin Ongoing AP enrollment and populations, parents and MTSS Committee success community Discipline Records

Develop a method of tracking Goal 1 All Staff 2018-2019, Intervention Academic Data data for students who are in need Goal 3 Admin Ongoing Center Discipline Records of support for behavior and Intervention Parent and academic issues. Teacher Community Resource Center

Develop a method of tracking Goal 2 All Staff 2018-2019, CTE Pathways Bear Points data to encourage and support Goal 3 Activities Director Ongoing Clubs Activities school connectedness for Athletic Director Sports Participation students and families.

Academic support for special Goal 3 Paraprofessionals 2017-2018, Master Schedule Academic data populations Teachers Ongoing Professional Admin Growth Meetings

Provide more opportunities for Goal 2 All stakeholders Ongoing School events Perception Data increasing inclusivity, respect for Goal 3 Rallies diversity, and tolerance for School Bulletin students, parents, and staff Parent Square InnovatEd Professional Learning

Recruit staff for ASSETS to Goal 3 Staff Ongoing Student Student increase student enrollment Goal 4 Involvement Involvement Data

Expand pathways for Career Goal 1 District Admin Ongoing Master Schedule CTE Pathway Technical Education Site Admin Completion Teachers Data

Develop and implement 6 year Goal 1 Teachers Ongoing, Career Center Graduation Rate Career Action Plan (freshmen revised (Bear Den) CTE Enrollment seminar and (2017-2018) 6 year plan and Success english) Yearly document A-G Completion Counselors updates Career Day AP Enrollment and Admin success

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College and Career Services Technician

Provide more access and support Goal 1 College and Career Ongoing Career Center for planning futures in military, Services (Bear Den) college, and career including Technician planning for financial support

Increase CAASPP scores Goal 1 Admin Ongoing Align Benchmarks Benchmark Data Teachers CAASPP Resources

Decrease D/F rate Goal 1 Admin Ongoing Staff and D/F Rate Goal 3 Teachers Department Meetings Professional Growth Meetings

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Appendix

Welcome to Bear Country

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Appendices:

A. Local Control and Accountability Plan (LCAP) 118 B. Results of student questionnaire/interviews 118 C. Results of parent/community questionnaire/interviews 122 D. The most recent California Healthy Kids Survey 125 E. Master schedule 126 F. Approved AP course list 130 G. UC a–g approved course list 131 H. Additional details of school programs 138 I. California Local Control Funding Formula (LCFF) Eight State Priorities Rubric Performance information 139 J. School accountability report card (SARC) 139

K. CBEDS school information form 139 L. Graduation requirements 140 M. Any pertinent additional data 140 N. Budgetary information, including school budget 141

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A. Local Control and Accountability Plan (LCAP):

The Merced Union High School District invites parents, teachers, students and community stakeholders to participate in the review and development of the Local Control Accountability Plan. We look forward to the successful implementation of our plan, as well as the community’s thoughts and ideas toward increasing student achievement and enhancing services for our students. You may find our district plan at ht tp://www.muhsd.org/our-district/lcap.

Merced High School held its own LCAP meetings for our stakeholders. At our first meeting, with over 150 people in attendance, in break-out groups we discussed the history of school finance, development of LCAP, and our site’s LCAP goals. At our second meeting this year, we reviewed our LCAP data for our site goals and had a question and answer session for stakeholder input. In addition that evening, our ninth grade PBL classes showcased their public projects. Here are two links for the presentations: LCAP Meeting #1 Presentation LCAP Meeting #2 Presentation

B. Results of Student Questionnaire/Interviews

The Merced High School WASC Student Perception Survey Data August 2017

The following data is from a student perception survey completed by 1,416 students in August 2017. 408 ninth graders, 306 tenth graders, 376 juniors, and 326 seniors completed and submitted their survey through Google Forms.

1) Adults in my school work hard to make my experience positive at MHS. Strongly Agree Agree Disagree Strongly Disagree 28% 63% 6% 3% 2) Adults in my school demonstrate good character such as responsibility, honesty, and integrity. Strongly Agree Agree Disagree Strongly Disagree 27.3% 65.6% 5.1% 2% 3) At MHS, adults care about my life AFTER high school. Strongly Agree Agree Disagree Strongly Disagree 21.5% 55.3% 18% 5.2% 4) At MHS, teachers and staff are available to help me when needed. Strongly Agree Agree Disagree Strongly Disagree 28.5% 62.3% 7% 2.2% 5) My teachers encourage me to do my best.

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Strongly Agree Agree Disagree Strongly Disagree 38.3% 56.4% 3.8% 1.5% 6) At MHS, teachers make learning interesting Strongly Agree Agree Disagree Strongly Disagree 13.2% 58.3% 20.4% 8.1% 7) At MHS, teachers care about my specific learning needs. Strongly Agree Agree Disagree Strongly Disagree 17.4% 60.7% 16.3% 5.6% 8) At MHS, we learn about how to make good choices. Strongly Agree Agree Disagree Strongly Disagree 23.7% 64.3% 8.8% 3.2% 9) At MHS, there are clear rules and consequences for breaking the rules. Strongly Agree Agree Disagree Strongly Disagree 38.3% 53.5% 5.2% 3% 10) MHS tries to involve my family. Strongly Agree Agree Disagree Strongly Disagree 10.8% 52.3% 27.3% 9.6% 11) MHS provides opportunities for students to get involved in activities outside of the classroom (sports, clubs, other activities). Strongly Agree Agree Disagree Strongly Disagree 47.5% 47.7% 2.7% 2.1% 12) Students at MHS respect each other's differences (gender, race, culture, disability, sexual orientation, learning differences, etc.). Strongly Agree Agree Disagree Strongly Disagree 23.8% 50.5% 14.2% 11.5% 13) Most students at MHS are well behaved.. Strongly Agree Agree Disagree Strongly Disagree 9.5% 60.3% 19.5% 10.7% 14) Students at MHS help make important school decisions. Strongly Agree Agree Disagree Strongly Disagree 12% 59.2% 20.3% 8.5% 15) I feel safe at school. Strongly Agree Agree Disagree Strongly Disagree 22.8% 64.4% 8.1% 4.7% 16) I enjoy coming to this school. Strongly Agree Agree Disagree Strongly Disagree 23.4% 56.2% 12% 8.4%

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17) At MHS, I am treated with respect by adults. Strongly Agree Agree Disagree Strongly Disagree 27.3% 61% 7.6% 4.1% 18) I feel that MHS is preparing me to for college and career. Strongly Agree Agree Disagree Strongly Disagree 28.2% 56.7% 10.3% 4.8% 19) At MHS, the work I do has purpose. Strongly Agree Agree Disagree Strongly Disagree 21.9% 61.4% 11.6% 5.1% 20) I understand the requirements for graduation Strongly Agree Agree Disagree Strongly Disagree 40.1% 50.3% 7.1% 2.5% 21) I know how to find information about college and how to apply for college. Strongly Agree Agree Disagree Strongly Disagree 14.5% 45.7% 29.2% 10.6% 22) I know how to find help if I am struggling with my school work. Strongly Agree Agree Disagree Strongly Disagree 23.8% 63.4% 9.7% 3.1% 23) I feel connected to MHS. Strongly Agree Agree Disagree Strongly Disagree 20.9% 54.3% 17.6% 7.2% 24) This year I am participating in activity such as sports, clubs, etc Yes No 70.5% 29.5% 25) Do you currently attend the Bear Academy (the after school program)? Yes No 10.6% 89.4% 26) After high school, I plan on … Students were able to select more than one answer Attending a 4 year university 827 students (58.4%) Attending a community college 457 students (32.3%) Going to work 370 students (26.1%) Joining the military 125 students (8.8%) Trade School or Certificate Program 66 students (4.4%)

In November 2017, our district personnel visited our site and conducted a “Mini-WASC” for continuous insight on improving MHS. Below our their results of their student interview:

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Student Feedback Question Summary

● 10 students total: 3 seniors, 4 juniors, 2 sophomores, 1 freshman ● Overall rating of school on scale of 1-10: 8 (3), 7 (5), 5-6 (1), 4 (1) ● Self-reported group ID: Aggie, Achiever/ Involved, Smart, Outgoing, Rebel, Academic, Nerdy, Social/Rebel, EL student, Active ● Is MHS preparing you for life after high school? ■ Yes, but need more CTE offerings ■ Yes, but need more workshops on life skills like banking ■ Yes, but teaches more booksmart than street smarts ● Involved in and activity or sport? 6 Yes, 4 No ● Biggest challenge? ■ Failure, and balance ■ Keeping parents happy, feeling overwhelmed ■ Time management (2) ■ Adaptation to activities and schedules ■ Managing life outside of school ■ Worrying about fitting in ■ Juggling ■ Bullying ■ Learning the language ■ Learning English and making friends ● What suggestions do you have for improving MHS? ■ More CTE (2) ■ PreAP classes didn’t prepare me for AP ■ Life Skill classes (2) ■ Less technology- when the Wifi goes down, the teachers don’t have a plan ■ Math about using money on a larger scale ■ Anti-Bullying curriculum ■ More interpreters ■ Less Chromebook work ■ There is too much focus on low income students. Students who work hard shouldn’t have to pay for their lunches. ■ Consistent grading practices- 95% is an “A” in some classes ● What are your thoughts about the quality of the food in the cafeteria this year? ■ A little better ■ Salads are a lot better- I never ate salads before

Also, in January 2017, district personnel visited MHS to discuss are strengths and weakness. Below are the results from their student interviews.

Student Feedback Question Summary

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● 8 Students - 12th grade- 6 11th grade- 2 ● Groups: 2 AP, 1 Foster, 2 EL, 1 McKinney-Vento, 2 SPED, 6/8 low income. ● Overall rating of MHS experience on a scale of 1-10: 7.43 ● Group ID- nerd, helper for immigrant students (2), student/job (2), athlete, intellectual ● Is the school preparing you for life after high school? Some teachers are, others aren’t. (7) ● Are you involved in sports, clubs etc? 3/7 yes ● What is your biggest challenge as a teen in 2017? Learning English (2), time management for school and work/ caregiving (2), credit recovery, over committed ● If a younger sibling was going to start as a freshman next year, what changes would you make to improved his/her experience? ■ Teachers need to explain to freshmen how important each class is for their future without overwhelming them. ■ Don’t pile too much homework on freshmen. There are teachers who just give out packets without explaining how to do the work. ■ Pair up link crew students with freshmen whose experiences are going to be similar to theirs. ■ Use news videos starring students for announcements, and to reinforce the importance of school for the future. ■ No busy work from teachers. ● What were the outstanding qualities of your favorite teacher of all time? ■ Interactive, with a great sense of humor ■ Made the subject fun ● How many of you will have college credits when you graduate? -3 ● The way of the future may be blended learning where learning is accomplished online with follow-up in the classroom, what would you think of that model? ● General reply- No, I wouldn’t like that. I’d be happy if we didn’t use Chromebooks at all. Face to face learning is the best.

In addition to the above interviews and survey, our district LCAP committee and Superintendent came and met with our students throughout the last two years. We do not have results or summaries from those visits. In addition our 9th and 11th grade students have taken the California Healthy Kids Survey, and the results are further in the appendices.

C. Results of parent questionnaire/interviews

Merced High School Parent Perception Survey - WASC, August 22, 2017

The following data is from a parent perception survey completed by 207 parents at our August 22, 2017 Back to School Night. Sixty-six parents (31%) were of freshmen, sixty parents (28%) identified their child as a sophomore, forty-three were parents of juniors (20%), and forty-five were parents of seniors (21%). There were seven parents that identified that they had more than one child at MHS.

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1) I receive information on what I can do at home to help my child improve or advance his/her education. Always Sometimes Rarely Never 45.5% 38.4% 10.9% 5.2% 2) I am invited to attend meetings where I can learn about what is going on at the school. Always Sometimes Rarely Never 56.5% 35.1% 3.7% 4.7% 3) I receive information on health, nutrition, and adolescent development. Always Sometimes Rarely Never 33.5% 36.9% 17.2% 12.4% 4) Merced High School is very good about staying in touch with me. Always Sometimes Rarely Never 66.2% 27.7% 2.8% 3.3% 5) If I have a concern or comment about my child the teachers, principal or academic counselor gets back to me right away. Always Sometimes Rarely Never 55.9% 30.4% 7.8% 5.9% 6) I am aware of the many different ways I can be involved with the school either at the school itself, at home or in the community. Always Sometimes Rarely Never 51.9% 39.3% 7% 1.8% 7) I believe my student is challenged by the school academic curriculum. Always Sometimes Rarely Never 58.4%% 34% 3.3% 4.3% 8) I receive regular updates from the school about my child's academic achievement. Always Sometimes Rarely Never 59.5% 30.9% 5.3% 4.3% 9) I receive information about course credit and understand the graduation requirements. Always Sometimes Rarely Never 53.1% 30.8% 9.5% 6.6% 10) My child's teachers adjust their teaching styles to meet the academic needs of my child. Always Sometimes Rarely Never 40% 49.5% 8.5% 2%

11) My child's teachers hold high expectations for my child. Strongly Agree Agree Disagree Strongly Disagree

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45.4% 52.2% 1.9% 0.5% 12) Merced High School is preparing my student for college and career. Strongly Agree Agree Disagree Strongly Disagree 47.9% 50% 2.1% 0% 13) My child receives the academic support needed to meet his/her individual needs. Strongly Agree Agree Disagree Strongly Disagree 40.5% 54.8% 4.7% 0% 14) I am asked about my child's talents and strengths. Always Sometimes Rarely Never 27.4% 38.2% 18.3% 16.1% 15) I know how to get involved in the school improvement planning and decision making at my child's school. Always Sometimes Rarely Never 46.8% 36.9% 10% 6.3% 16) I am invited to help plan family involvement activities at the school. Always Sometimes Rarely Never 32.3% 35.9% 20.3% 11.5% 17) I am given information about community services that help families with needs such as adult education, employment, mental health services, utilities. Always Sometimes Rarely Never 37.3% 39.4% 11.9% 11.4% 18) My involvement in my child's education is valued at school. Always Sometimes Rarely Never 73.5% 23.8% 1.6% 1.1% 19) I am given information about services to support my child's learning and behavior needs and enhance his/her talents such as tutoring, mentoring, camps, career exploration, etc. Always Sometimes Rarely Never 48.7% 33.3% 11.8% 6.2% 20) Merced High School is a friendly and welcoming environment to students, parents, families. Always Sometimes Rarely Never 78.5% 19.5% 1.5% 0.5% 21) Merced High School respects all cultures and diversity. Always Sometimes Rarely Never 86.2% 12.8% 1% 0% 22) Merced High School maintains a safe and orderly campus. Always Sometimes Rarely Never

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82% 15.5% 2% 0.5% 23) Merced High School hires and retains highly qualified staff. Always Sometimes Rarely Never 70.1% 29.3% 0% 0.6%

In addition, to this survey and our parent meetings, we had over 200 parents complete the California Healthy Kids Survey for this year.

D. The most recent California Healthy Kids Survey

CHKS: Summary of Key Indicators 2016-2017 SCHOOL ENGAGEMENT AND SUPPORTS 9th Graders 11th Graders School Connectedness 50% 44% Academic Motivation 31% 26% Truant More than a Few Times* 2% 9% Caring Adult Relationships 27% 27% High Expectations 42% 37% Meaningful Participation 1% 11% SCHOOL SAFETY AND SUBSTANCE ABUSE School perceived as safe or very safe* 59% 60% Experienced harassment/ bullying * 28% 29% Had mean rumor/ lies spread re: you* 33% 30% Been afraid of being beaten up* 15% 8% Been in a physical fight* 10% 9% Seen a weapon on campus* 14% 16% Been drunk or “high” @ school, ever 7% 10% MENTAL AND PHYSICAL HEALTH Current alcohol or drug use** 17% 24% Current binge drinking 5% 9% Current binge drinking 7% 15%

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Current cigarette smoking** 2% 4% Experienced chronic sad/hopeless* 30% 37% Considered suicide* 14% 18% *Past 12 months **Past 30 days

E. Master Schedule

Teacher 0 1 2 3 4 5 6 Namecaaspp Room Department

Integ Integ Integ Integ Integ Abejuela, Mark 323 Math Math 2 Math 3 Math 2 Math 3 Math 2

Aguayo-Cisneros Integ Integ Integ Integ Integ , Jorge 322 Math Math 2 Math 2 Math 1 Math 2 Math 1

World Span Span Span Aguilar, Marisela 509 Languages Speak 1 Speak 1 Speak 1 Spanish 2 Spanish 2

World Spanish Spanish Alamillo, Aurora 513 Language 3-H Spanish 2 Spanish 2 Spanish 2 3-H

World AP Span Alvarez, Lorena 511 Language Lang Spanish 1 Spanish 1 Spanish 3 Spanish 1

Activities TSA TSA TSA TSA TSA Arreola, Haydee 124 Dir. Leader Leader Leader Leadership Leader Leader

Learn Collab w/ ProgMon Collab w/ Learn Arenivaz, Gilbert 223 SpEd Skills Long itor Long Skills

World Span Arganda, Karla 515 Languages Spanish 1 Spanish 1 Spanish 1 Spanish 1 Speak 2

Foundation Foundation Mrkt Mrkt Mrkt Mrkt Benson, Lisa 203 ROP Ed1 Ed1 Fndtn CC Fndtn CC Fndtn CC Fndtn CC

Earth Earth Life Life Earth Besecker, Kyle 315 Science Science Science Science Science Science

Calzadillas, Foods & Culinary CulArtCa Foods & Foods & Andrew 304 FCS Nutr 1 Arts1 feLab Nutr 1 Nutr 1

Art Camara, Del 120 FA Art 1 Art 1 Art 2 3/4/AP Art 1

Shop Cecil, Nicole 423 Ag Skills Ag Earth Ag Bio Ag Bio Ag Bio

Counseli Counseli Counseli Counseli Counseli Cherf, R Counseling ng ng ng ng ng

AP AP AP EngLang EngLang EngLang Chiesa, Ellen 225 ELA English 3 Comp Comp Comp English 3

Vet Vet Ag Clinton, Linda S-5 Ag Ag Bio Science Science Leadership Ag Earth

Deal, Craig 117 Social World World Econ/Go Econ/Go Athletics

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Studies History History v v

Theater 218/ ELD ELD ELD/FA/ Art 1 / Theater DeLeon, Andrea DR Reading Link Writing ELD Art 1/2/3 M Link 1/2 1/2 Conv 1/2

Dickson, Joel Counseling Counseling Counseling Counseling Counseling Counseling

Social World Academi World World DiSalvo, Steve 125 Studies History c Support History History Athletics

Downey, Earth Earth Earth Samantha 312 Science Science Science Science Physics Physics

Marine Eccles, Steve 316 Science Biology Biology Biology Biology Biology

Env Ag Soil Ag Soil Ag Soil Horticult Elliot, Lauren S-6 Ag Chem Chem Chem u Floral

Integ Integ Integ Integ Integ Flores, Cesar 328 Math Math 1 Math B Math B Math 1 Math B

Social Fogelberg, Val 206 Studies Health Health Health Health Health

AP AP Frietas, William 301 Science Physics Physics

AP Compute Compute CompSci Compute Compute Gaestel, Joseph 221 Business r Apps 2 rProg1 /2 Prin r Apps rProg1

AVID AVID AVID AVID Coordina Gentry, Lindsay 114 AVID 9/10 9/10 9/10 AVID 11 AVID 12 tor

100 Gentry, Seth (IC) IC IC IC IC IC IC IC

Gonzales, Anthony 220 Science Biology Biology Biology Biology Biology

AP Graham, (Gary) Chemistr Chemistr Chemistr Chemistr Chemistr Scott 314 Science y y y y y

Grattan, Kit Gym PE PE 1 PE 1 PE 1 PE 1 Athletics

Pre- Integ AP Integ Hagerman, Tim 123 Math Cal Math 3 Calculus Pre-Cal Math 3

World Hmong Hang, Tom 413 Languages 1/2

Athletic Athletic Athletic Athletic Athletic Athletic Hogue, Paul SBO Director Dir Dir Dir Dir Dir

Social Econ/Go Econ/Go Econ/Go Econ/Go Econ/Go Holland, Jim 121 Studies v v v v v

Integ Integ Integ Integ Integ Jester, Dawn 327 Math Math B Math A Math B Math A Math A

Inte g Mat Integ Integ Integ Jimenez, Vic 326 Math h 3 Math 3 Math 2 Math 2 Athletics

Johnson, 113 Social US US US US US

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Maureen Studies History History History History History

Jones-Norton, Allison 106 ELA English 3 English 3 English 3 English 3 English 3

PrepColl PrepColl Integ Integ Integ Jones, Steve 321 Math Math Math Math 1 Math 1 Math 1

Social Econ/Go Econ/AP Econ/AP Econ/AP Kane, John 129 Studies v Gov Gov Gov Athletics

Collab w/ Learn ProgMon Collab w/ Collab w/ Kenny, Justin 605 SpEd Morton Skills itor Morton Morton

AP Lawson, Yer 303 Science Biology Biology Biology Biology Biology

CSU CSU CSU CSU CSU Long, John 112 ELA ERW ERW ERW ERW ERW

Func FuncSoc Learn Workin Workin Martinez, Anica 317 SpEd Science StudL1 Skills Profsnl Profsnl

Integ Financial Financial Integ Financial Marvulli, Luke 324 Math Math A Alg Alg Math A Alg

Wood Wood Wood S-8/ Auto Auto Maxwell, Gary Ind Tech shop shop shop S-1 Mech 1/2 Mech 1/2 1/2/3 1/2/3 1/2/3

Weight McAfee, Bart Gym PE PE 2 Train PE 2 PE 2 PE 2

McLaughlin, Life Life Life Anatomy Anatomy Laurie 306 Science Science Science Science /Phys /Phys

McNamara, Pep Tammy Gym PE PE 1 PE 1 PE 1 PE 1 Squad

Social Freshman Freshman Freshman Freshman Freshman Meneley, Jacob 115 Studies Seminar Seminar Seminar Seminar Seminar

Chld Chld Chld Health Health Meyer, Tammie 202 FCS Devlpmt Devlpmt Devlpmt /FamLvg /FamLvg

Mikkelsen, Libr Susan ary Library Library Library Library Library Library Library

Miramontes, ELD 3 ELD 3 ELD 3 ELD ELD Alejo 411 ELD Trans Trans Trans 4/5.1 4/5.1

Morton, Danyelle 325 ELA English 1 English 1 English 1 English 1 English 1

English English English English CSU Mua, Kassie 409 ELA 2PreAP 2PreAP 2PreAP 2PreAP ERW

Sm Sm S-7/ Welding Welding Shop Mua, Steve Ag Eng/Adv Eng/Adv S-3 1/2 1/2 Skills Sm Eng Sm Eng

Nava, Hector Gym PE PE 1 PE 1 PE 2 PE 2 Athletics

Nickles, Ted Gym PE PE 2 PE 2 PE 1 PE 1 PE 1

Odishoo, Susan Counseling Counseling Counseling Counseling Counseling Counseling

Comp Comp Comp Photogra Comp Parle, Justin 219 FA Graph 1 Graph 1 Graph 2 phy 1 Graph 1

Pedrozo, Josh 119 Social US US AP US AP US US

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Studies History History History History History

Photo- Photo- Photo- Photo- Ratcliff, Sarah 110 FA Yearbook graphy 1 graphy 1 graphy 2 graphy 1

Voc Arts Voc Arts Rivas-Wakefield, 2/ 2/ FuncCon Life FuncCom 407 SpEd Mishia FuncCon FuncCon Skl 1 Skills 2 1 Skl 2 Skl 2

Inte g Mat Integ Integ Integ Integ Rivero, John 401 Math h 1 Math 1 Math A Math A Math A

Sandoval, Social World World World World World Richard 318 Studies History History H History History History

Freshman Freshman Social Seminar Seminar Academi Academi Academi Scheidt, Rob 102 Studies /Health /Health c Support c Support c Support Athletics

Band Ban Ban Insr-Perc Jazz Band Aux Schmid, Jon d Band d/PE Band 1 usn Ensemble 2/3/4 1/2/3/4

Schneider, Collab w/ ProgMon Collab w/ Learn Collab w/ Clayton 403 SpEd Weaver itor Weaver Skills Weaver Athletics

Deca thlo Inst. Inst. Inst. Inst. Inst. Inst. Sebastian, Joel 105 Inst. Coach n Coach Coach Coach Coach Coach Coach

Inte AP g Statistics/ Shelburne, Mat Integ Prob/Stat AP Integ Emily 205 Math h 2 Math 1 s Statistics Math 1

CSU AP AP AP ER CSU EngLit EngLit EngLit Sizemore, Karen 118 ELA W ERW Comp Comp Comp

Smoot, Kurt Counseling Counseling Counseling Counseling Counseling Counseling

FuncSoc Life FuncCom FuncCom Stover, Shelly 405 SpEd Voc Arts StudL2 Skills 1 2 2

Chemistr Forensic Forensic Forensic Tetangco, Keith 222 Science y Sci Sci Sci Athletics

Valenzuela, Selenni 216 ELA English 3 English 2 English 2 English 2 English 2

ProgMon Collab w/ Collab w/ Learn Collab w/ Verrinder, Jason 319 SpEd itor Flores Jester Skills Jester

Weaver, Denice 204 ELA English 2 English 2 English 2 English 2 English 2

English1 English1 English1 English1 Wendel, John 116 ELA PreAP PreAP English 3 PreAP PreAP

Dig Accounti Media Compute Compute Compute White, Catherine 201 Business ng 1/2 Product r Apps r Apps r Apps

Williams, Erin 108 ELA English 1 English 1 English 1 English 1 English 1

Total Teachers

82 407

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sections

F. Approved AP Course List

Subject 2014- 2015- 2016- 2017- 15 16 17 18

Biology 1 1 1 1

Calculus AB 1 1 1 1

Chemistry 1 1 2 1

Computer Science Principles ------1

English Language and Composition -- 1 1 1

English Literature and Composition 1 1 1 1

European History 1 ------

Physics 1 1 1 2 1

Physics B ------

Spanish Language and Culture * 1 1 1 1

Spanish Literature and Culture * ------

Statistics 1 1 1 1

Studio Art: 2-D Design 1 1 1 --

Studio Art: 3-D Design -- 1 1 --

Studio Art: Drawing 1 1 1 1

U.S. Government and Politics 1 1 1 1

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United States History 1 1 1 1 G. UC A–G Approved Course List

History / Social Science ("a") 2 years required

Two units (equivalent to two years) of history/social science required, including: one year of world history, cultures or historical geography and one year of U.S. history; or one-half year of U.S. history and one-half year of civics or American government. Transcript Title/Discipline Abbreviation(s) Course Details American Government American Govt Classroom-based Civics / American Government Half Year AP Government and Politics United States AmGov/Pol-AP UC Honors Adopted from: The College Board Advanced AP Gov/Pol US Classroom-based Placement Program Half Year Civics / American Government AP United States History AP US History UC Honors Adopted from: The College Board Advanced US History-AP Classroom-based Placement Program Full Year U.S. History U.S. History - 1st semester US History.1 Classroom-based U.S. History Half Year U.S. History - 2nd semester US History.2 Classroom-based U.S. History Half Year World History/Culture - 1st semester Wld Hist/Cult. 1 Classroom-based World History / Cultures / Historical Geography Wld Hist/Cult.1 Half Year World History/Culture - 2nd semester Wld Hist/Cult.2 Classroom-based World History / Cultures / Historical Geography Half Year World History/Culture Advanced WldHst/Clt Ad Classroom-based World History / Cultures / Historical Geography Full Year

English ("b") 4 years required Four units (equivalent to four years) of college preparatory English composition and literature required, integrating extensive reading, frequent writing, and practice listening and speaking with different audiences. Students may only use 1 year of ESL/ELD English. Transcript Title/Discipline Abbreviation(s) Course Details

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AP English Language and Composition AP UC Honors Adopted from: The College Board Advanced EngLngComp Classroom-based Placement Program Full Year English AP English Literature and Composition AP UC Honors Adopted from: The College Board Advanced EngLitComp Classroom-based Placement Program EnglishLit-AP Full Year English CSU Expository Reading and Writing ExpRW Classroom-based Adopted from: California State University (CSU) Early Full Year Assessment Program (EAP) English English 1 - 1st semester English 1.1 Classroom-based English Half Year English 1 - 2nd semester English 1.2 Classroom-based English Half Year English 1 Pre AP English 1 Adv Classroom-based English English1PreAP Full Year English 2 - 1st semester English 2.1 Classroom-based English Half Year English 2 - 2nd semester English 2.2 Classroom-based English Half Year English 2 Pre AP English 2 Adv Classroom-based English English2PreAP Full Year English 3 - 1st semester English 3.1 Classroom-based English Half Year English 3 - 2nd semester English 3.2 Classroom-based English Half Year

Mathematics ("c") 3 years required, 4 years recommended Three units (equivalent to three years) of college-preparatory mathematics (four units are strongly recommended), including or integrating topics covered in elementary algebra, advanced algebra, and two-and three-dimensional geometry. Transcript Title/Discipline Abbreviation(s) Course Details AP Calculus AB AP CalculusAB UC Honors Adopted from: The College Board Advanced Classroom-based Placement Program Full Year Calculus

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AP Statistics AP Statistics UC Honors Adopted from: The College Board Advanced Classroom-based Placement Program Full Year Statistics Integrated Math 1 Integ Math 1 Classroom-based Mathematics I Full Year Integrated Math 2 Integ Math 2 Classroom-based Mathematics II Integ Math 2.1 Full Year Integ Math 2.2 Integrated Math 3 Integ Math 3 Classroom-based Mathematics III Full Year Integrated Math B Integ Math B Classroom-based Mathematics I Full Year Pre-Calculus Pre-Calculus Classroom-based Advanced Mathematics Full Year Pre-Calculus (H) PreCalculus-H UC Honors Advanced Mathematics Classroom-based Full Year Probability & Statistics Prob/Statistics Classroom-based Statistics Full Year

Laboratory Science ("d") 2 years required, 3 years recommended Two units (equivalent to two years) of laboratory science are required (three units are strongly recommended), providing fundamental knowledge in two of the following: biology, chemistry, or physics. A yearlong interdisciplinary, or integrated, or earth and space science course can meet one year of this requirement.

Transcript Title/Discipline Abbreviation(s) Course Details Anatomy & Physiology Anatomy/Phys Classroom-based Biology / Life Sciences Full Year AP Biology AP Biology UC Honors Adopted from: The College Board Advanced Biology AP Classroom-based Placement Program Full Year Biology / Life Sciences AP Chemistry AP Chemistry UC Honors Adopted from: The College Board Advanced Classroom-based Placement Program Full Year Chemistry

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AP Physics 1 AP Physics UC Honors Adopted from: The College Board Advanced Classroom-based Placement Program Full Year Physics Biology Biology Classroom-based Biology / Life Sciences Biology.1 Full Year Biology.2 Chemistry Chemistry Classroom-based Chemistry Chemistry.1 Full Year Chemistry.2 Chemistry and Agriscience Ag\Soil Chem Classroom-based Adopted from: University of California Curriculum Agriculture Full Year Integration (UCCI) and Soil Chemistry Chemistry Integrated Agricultural Biology Int Ag Bio Classroom-based Biology / Life Sciences Full Year Marine Biology Honors MarineBioH Classroom-based Biology / Life Sciences Full Year Physics Physics Classroom-based Physics Physics.1 Full Year Physics.2 Language Other than English ("e") 2 years required, 3 years recommended Two units (equivalent to two years, or through the second level of high school instruction) of the same language other than English (three units recommended). LOTE levels are defined by the number of years of high school instruction; e.g. LOTE 1= 1 yr.; LOTE 2 = 2 years, etc.

Transcript Title/Discipline Abbreviation(s) Course Details AP Spanish Language and Culture AP Span Lang UC Honors Adopted from: The College Board Advanced SPAN Classroom-based Placement Program LANG-AP Full Year LOTE Level 4+ Hmong for Hmong Speakers 1 Hmong Speak Classroom-based LOTE Level 2 1 Full Year Hmong for Hmong Speakers 2 Hmong Speak Classroom-based LOTE Level 4+ 2 Full Year Spanish 1 Spanish 1 Classroom-based LOTE Level 1 Full Year

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Spanish 2 Spanish 2 Classroom-based LOTE Level 2 Full Year Spanish 3 (H) Spanish 3-H UC Honors LOTE Level 3 Classroom-based Full Year Spanish for Spanish Speakers 1 Span Speak 1 Classroom-based LOTE Level 2 Full Year Spanish for Spanish Speakers 2 Span Speak 2 Classroom-based LOTE Level 4+ Full Year

Visual & Performing Arts ("f") 1 year required One unit (equivalent to one year) required, chosen from one of the following categories: dance, music, theater, interdisciplinary arts, or visual arts (e.g., painting, web/graphic design, film/video, inter/multimedia arts).Two one-semester courses from the same discipline is also acceptable.

Transcript Title/Discipline Abbreviation(s) Course Details AP Studio Art: Drawing AP UC Honors Adopted from: The College Board Advanced StudioArtDrw Classroom-based Placement Program StudioArtDrw- Full Year Visual Arts AP Art 1 Art 1 Classroom-based Visual Arts Full Year Art 2 Art 2 Classroom-based Visual Arts Full Year Art 3 Art 3 Classroom-based Visual Arts Full Year Art 4 Art 4 Classroom-based Visual Arts Full Year Band 1 Band 1 Classroom-based Music Full Year Band 2 Band 2 Classroom-based Music Full Year Band 3 Band 3 Classroom-based Music Full Year Band 4 Band 4 Classroom-based Music Full Year

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Band Auxiliary 1 Band Aux 1 Classroom-based Music Full Year Band Auxiliary 2 Band Aux 2 Classroom-based Music Full Year Band Auxiliary 3 Band Aux 3 Classroom-based Music Full Year Band Auxiliary 4 Band Aux 4 Classroom-based Music Full Year Computer Graphics 1 Comp Graph 1 Classroom-based Visual Arts Full Year Computer Graphics 2 Comp Graph 2 Classroom-based Visual Arts Full Year Digital Media Productions DigMediaProd Classroom-based Visual Arts Full Year Jazz Ensemble Jazz Ensemble Classroom-based Music Full Year Photography 1 Photography 1 Classroom-based Visual Arts Full Year Photography 2 Photography 2 Classroom-based Visual Arts Full Year The Art and History of Floral Design ArtHisFlDsgn1 Classroom-based Adopted from: Merced County ROP Full Year Visual Arts Theater Arts 1 Theater Art 1 Classroom-based Theater Full Year Theater Arts 2 Theater Art 2 Classroom-based Theater Full Year Theater Arts 3 Theater Art 3 Classroom-based Theater Full Year Yearbook Yearbook Classroom-based Visual Arts Full Year

College-Preparatory Elective ("g") 1 year required One unit (equivalent to one year) chosen from the "a-f" courses beyond those used to satisfy the requirements of the "a-f" subjects, or courses that have been approved solely in the elective area. Transcript Title/Discipline Abbreviation(s) Course Details

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Accounting Acct Classroom-based Interdisciplinary Full Year Agricultural Earth Science 1 AgEarthSci 1 Classroom-based Laboratory Science – Physical Sciences Full Year AP Computer Science Principles AP CompSci UC Honors Adopted from: The College Board Advanced Prin Classroom-based Placement Program Full Year Mathematics - Computer Science AVID 10 AcSem AVID Classroom-based Adopted from: AVID - Advancement Via Individual 10 Full Year Determination Interdisciplinary AVID 11 AcSem AVID Classroom-based Adopted from: AVID - Advancement Via Individual 11 Full Year Determination Interdisciplinary AVID 12 AcSem 12AVID Classroom-based Adopted from: AVID - Advancement Via Individual Full Year Determination Interdisciplinary AVID 9 AcSem AVID 9 Classroom-based Adopted from: AVID - Advancement Via Individual Full Year Determination Interdisciplinary Child Development Chld Devlpmt Classroom-based History / Social Science Full Year Computer Programming ComputerProg Classroom-based Mathematics - Computer Science 1 Full Year Computer Programming ComputerProg Classroom-based Mathematics - Computer Science 1 Full Year Earth Science - 1st semester Earth Sci.1 Classroom-based Laboratory Science – Physical Sciences Half Year Earth Science - 2nd semester Earth Sci.2 Classroom-based Laboratory Science – Physical Sciences Half Year Economics Economics Classroom-based History / Social Science Half Year Economics Honors Economics H Classroom-based History / Social Science Half Year

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Environmental Horticulture Science EnvHorticultu Classroom-based Adopted from: Merced County ROP Full Year Laboratory Science – Biology / Life Sciences Environmental Science Enviro Sci Classroom-based Laboratory Science – Physical Sciences Full Year Forensic Science Forensic Sci Classroom-based Laboratory Science – Biology / Life Sciences Full Year Foundations in Education FoundationEd1 Classroom-based Adopted from: Merced County ROP Full Year History / Social Science Marketing Foundations Mrkt Fndations Classroom-based Adopted from: Merced County ROP Mrkt Fndtn CC Half Year History / Social Science Veterinary Science ROP Vet Sci Classroom-based Adopted from: Merced County ROP Full Year Laboratory Science – Biology / Life Sciences

H. Additional Details of School Programs

As stated throughout our WASC Self-Study we have a variety of programs for students at MHS. For credit recovery or some advancement, we offer a online program called GradPoint, where students work independently on their own pace to successfully make up credits or earn credits to get ahead. With a new graduation requirement the district and our site, has expanded our career technical pathways. Our goal is that every student is college and career ready when they graduate from MHS. In addition, several of our course are articulated with the college and Merced College offers additional college courses on our campus for students to get ahead.

Working with our AVID program, all teachers are being introduced and provided strategies for WICOR to assist in incorporating all four domains of language to every class, every day. Link Crew is a mentoring program for freshmen. Our juniors and seniors group up with freshmen to assist in their transition to high school. Together as a school, we created our new school wide learning outcomes to match our posture Bear STRONG. Every student will understand the importance of incorporating each of the outcomes in their daily lives.

Please review chapter two and three for all of our addition programs offered here at MHS.

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I. California Local Control Funding Formula (LCFF) Eight State Priorities Rubric Performance Information

J. School Accountability Report Card (SARC)

Please refer to our website, http://mhs.muhsd.org/merced-high-school/about/reports-plans, to view our recent School Accountability Report Card that provides information about the condition and performance of our school.

K. CBEDS School Information Form

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L. MUHSD Graduation Requirements

A. History/Social Studies Graduation: 4 years

B. English Graduation: 4 years

C. Math Graduation: 2 years (must pass Algebra)

D. Science Graduation: 3 years (1 Life, 1 Physical)

E. World Language Graduation: not required

F. Visual & Performing Arts (see links below) Graduation: 1 year WL, Art OR CTE

G. Electives (see links below) Graduation: 6 courses Starting with the class of 2020, 2 of the 6 elective credits must be CTE courses and 10 credits must be in a capstone course.

Physical Education Graduation: 2 years

M. Any Pertinent Additional Data

To prepare students to be more college and career ready, MUHSD and MHS are implementing new strategies to support all students. We have over ten teachers utilizing PBL and Deeper Learning strategies in their curriculum delivery. Over forty teachers have been trained in PBL concepts. Understanding that all student learn differently and can learn, we adopted a Growth Mindset pilot team. Teachers began last year attending district trainings. And to add to our growth and help in the overall platform of our school community, we have began developing a MTSS approach. We are working with an outside company called Inflexion to assist in our development of interventions for students success.

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N. Budgetary Information

MUHSD 2017 - 2018 Expenditure Per Pupil: $8670.83

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